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THE SECON 
SCHOOL YE 



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Copyright N^- 



COPyRIGHT DEPOSm 



THE SECOND SCHOOL TEAR 



A COURSE OF STUDY WITH DETAILED SELECTION 

OF LESSON MATERIAL, ARRANGED BY 

MONTHS, AND CORRELATED 



HENEIETTA M. LILLEY 



Tniiiiin^' Tejicher for Second Grade. State Xornial School, California, Pa. 



HENEKAL EDITOR OF THE SEUIES 



THEODORE B. NOSS, Ph.D. 



Principal of the State Normal School, California. [' 




Copyright. 1900. bt Theo. B. Noss 



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THE SCHOOL YEAR SERIES 



Prepjircd by the Traiiiino: Teachers of Ihe State Normal School, 
California. l*a. 



The First School Year, pp. 109. By Anna B. 
Thomas. Price, 75 cts. [Ready.] 

The Second School Year, pp. . By Henrietta 

M. Lilley. Price, $1.00. [Ready.] 

The Third School Year. By Ellen Reiff. Price, 
. [In preparation.] 

The Fonrth School Year. By Katharine A. Griel. 
[In preparation.] 

The Fifth School Year. By Herman T. Lukens, 
Ph.D. [In preparation.] 

The Sixth School Year. [In preparation.] 

The Seventh School Year, pp. OG. By Fr. A. Hil- 
debrand. Price, 50 cts. [Ready.] 

The Eighth School Year. [In preparation.] 



PREFACE BY THE GENERAL EDITOR 



The authors of this series of books for the various 
school years, realize fully the difficulty of the task 
undertaken. In our own training school we have felt 
the need of a course of study, worked out for the suc- 
cessive school months, and put in printed form, so 
that each student teacher might have in convenient 
form the general plan of the work to be done in any 
grade of the school. The proper use of the books 
does not lead to dull uniformity; but, on the other 
hand, the general scheme of the work being definitely 
and consistently arranged, the mind of the teacher is 
left the more free to study variety and introduce new 
material. The use of the books is designed to encour- 
age rather than discourage originality in the teacher, 
to suggest the collecting, day by day, of new material, 
and to provide a definite place for all that is collected. 

It IS believed that the sequence of subject-matter in 
each branch is approximately correct, and that the 
general scheme for the correlation of the various sub- 
jects is natural and helpful. The individuality of the 

(1) 



2 PREFACE BY THE GENERAL EDITOR 

teacher has ample scope to display itself, in making 
such additions and omissions as may seem desirable. 

The work of the General Editor has consisted 
chiefly in proposing the general plan for the books, in 
grouping and correlating the school studies, and in 
incidental aid in getting the books through the press. 

Whatever credit attaches to the working out of the 
subject-matter in each year, belongs wholly to the in- 
dividual authors of the books. 

Theo. B. Noss. 



PREFACE BY THE AUTHOR 



The aim of this book is to arrange in a concise form 
the work done by Second Year children in the Cali- 
fornia, Pa., State Xormal school. This will not be 
exactly the work done by this grade each year, for ex- 
actly the same conditions will not exist from year to 
year. But the general plan is to be followed. The 
motive has been to present the work for the best all- 
around development of the child; to give each what he 
needs for his growth to-day. Inasmuch as habits are 
being formed now that will determine largely what the 
grown up man is to be, the cultivation of habits should 
be a guiding motive.- It should be the aim of the 
teacher to cultivate attention, judgment, industry, 
neatness, helpfulness, and honesty in thought and ex- 
pression, preparing the child for living in the world 
with others, respecting their rights. 

The various subjects suggested and outlined are used 
on account of their closeness to the life of the child. 
The child delights in the song of the bird and the 
brook. He climbs dangerous rocks for a bright flower. 
He is deeply interested in nature, and through a prac- 

(3) 



4 PREFACE BY THE AUTHOR 

tical study of material that is alike attractive and ac- 
cessible, a substantial basis is found for the best possi- 
ble training in the various form studies, such as num- 
ber, reading, and writing. For this reason Nature 
Study has been largely used as the basis of the course, 
and other subjects have been correlated with it. 

The child's own thoughts ara primitive, so he loves 
to help primitive people construct their houses and in- 
vent tools, dishes, and other things necessary to them. 
This line of work will often hold an important place, 
as in the Indian work and the Story of Hiawatha. 
Thanksgiving, Christmas, and Xew Year's are days of 
special importance, as are the birthdays of V^ashing- 
ton, Longfellow, Lincoln, and Froebel, and are for a 
time the centre of thought. Many poems are given 
that have a close relation to the Nature work. 

H. M. L. 



CONSPECTUS 





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i¥o(Z<?Z— Candles in molds. Hrick 
to make simple dyke. Hol- 
land shoe 

Paint— Vi'Areh landscape, trees, 
and buds 

Ma1<e—Te\\t of the desert, candle 

UV«iV— Hright mats 

/>/'a?('— Pine knot, candles, buds 
Illustrate stories 

Music— The Sap has begun to 
flow 
Spring Songs 

Pictnres-'^w^'A.r camp 
Holland scenes 


Model— Pottery of Clifl' dwellers 
Minature home of Cliff dwell- 
ers 

P«m^— Landscape, tree, earth- 
worm in its home, sprouted 
seed 

/^/•a^r— Seeds, plants, buds. Il- 
lustrations 

Music— Th\<> is the way the Rain 
comes down 
Dandelion Ladies 


Model— Yiome of Lake dwellers 

Implements 
Print— May pictures, trees, liili- 

flowers, fish, pond 
Make— The Indian's plow 
l)rcm—W\%h, pond, life 
Mnsic—PretX\ Little Violet 

Rain Song 

Over the Hare Hills 
Pictures— ¥\'?.h and fishing 
Lincoln pictures 




Oral expression 
Written expression 
How Indians light their 

houses 
How candles are made 
How to make sugar 
The sand dunes of Hol- 
land 
Read printed science and 

literature lessons 
Readers 


Oral expression 
Written expression 
To purify water to drink 
EfTect of hard and soft 

water on the skin 
Habits of earth worms 
Do seeds have power • 
Cliff dwellers 
Letter writing 
Read printed lessons.— 

Krackowifzer 


Oral expression 
The best soil for garden 
The story of the plow 
Use of flowers to plants 
Fish or frogs— which 
Lincoln 

Eead—\}%\y Duckling 
Nature Readers— Hass 
Heart of Oak— No I 
Krackowitzer's I n d i a n 
Stories 


02 


The numbers 23 and 24 
Combinations and sepa- 

tions 
Science problems 
Area of parallelogram 
Area of cylinder 
Time 
Weight 


The number 25 

Science problems 

Lines 

Area.— Measure a given 

area to observe 
Animal and plant life 
Time 
Money 
Area of trapezoid 


Review of numbers to 25 

Science problems 

Lines 

Area 

Volume 

Time 

Weight 


p 

5 


I. Holland 
Country 
Dvkes 
People 
II. Ciemila 
Desert 
Camel 
Ostri(di 


I. Cliflf dwellers 
11. Pueblo Indians 
or Kablis 


I. Lake dwellers 
o f Switzer- 
land 
II. Celebration 
Lincoln 
Youth 
Soldier 
President 
Sheridan's Ride 
Harbara Friet- 
chie 


Prometheus 
Peter at the iVvke 
Haider 
Persephone 
/'0(?m— March 


The Drop of \Va,t(!r 

'I'he Anemone 

Mondamin 

The Pea \"\\\e 

T h e Red- Headed 
Woodpecker 

Hirds of Killings- 
worth 

Po^m.- Dandelion 


F'rom Rock to Soil 
Karl and the Earth- 
worms 
The Frog's Eggs 
Hiawatha's F i sh- 
ing 




I. Light 

Industrial side 
II. Sap 

Sugar making 
III. Solution ;in(l crystal- 
lization 


April conditions 

1. Water 

11. Flowers 

Spring beauly 
III. Germination 
1\'. Hirds 

Woodpecker 


M:iv conditions 
"I. Soil 

11. Earthworms 
HI. Pond life 

Crayfish 
IV. Fish and fishing 


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SEPTEMBER 



I. Nature Study 
x^fter one year's work the child returns to school 
with his mind centered on the butterflies, birds and 
insects, the garden and the flowers, the creek or river 
with its fish and crayfish or its pebbles and sand. Each 
day he carries some of these treasures to the school- 
room where all may enjoy them. These are his friends. 
He has played with them all his life. He has talked 
to them and they have answered his many queries. 
Their interests therefore must furnish the main part 
of the work for the month. The old and natural in- 
terests in the world around him are to be so intensified 
that he can: 

1. Discover new relationships — as between soil, 
plant and animals. 

2. Observe more about these things. 

3. Find new and clearer ways of expressing himself. 

4. Make himself helpful to others and kind to the 
helpless. 

The other topics selected are those that bear directly 
upon the lives of the children as the necessities of 

(9) 



10 



SEPTEMBER NATURE STUDY 



life — food, air, water, shelter, and clothing. Aid will 
be given by the use of simple experiments, that the 
children may be able to answer their own questions, 
and understand how to improve the conditions around 
them ; that they may know the value of and understand 
how to get pure air to breathe, pure water to drink, 
and wholesome food to eat. In any line taken up, the 
children are to do all the work. They are to discover 
the impurities in the water, test to see what they are, 
and find ways to purify it for drinking. 

They will plant the seed ; study the conditions for 
its best growth, as to soil, heat, and moisture; study 
the ripened fruit and its constituents, and thus make 
a practical study of food. 

It is expected, in this line of work, that the chil- 
dren express their observation of the changes which 
take place during the year. It is taken up by a study 
of four seasonal pictures, which calls for very careful 
observation of the plants, animals, and soil of locality. 
A chart has been arranged in which a record is kept of 
the forces which cause these changes. 



DEW 

['MIOST 



insects: the butterfly 11 

The sunshine chart will help to make the season 
picture clearer. The month name and an appropriate 
picture, as Golclenrod and Asters, for September, will 
be a suggestive heading. A bright yellow circle, will 
denote a sunshiny day. Gray will denote a cloudy 
day. So for a cloudy morning and a bright afternoon, 
gray will partly cover the yellow circle. An arrow is 
cut out of paper and pasted on to show the direction 
of the wind. Other symbols are put on to show dew, 
frost, ice, snow, or rain. 

Many trips will be made upon the school grounds. 
The natural interests of the children will be carefully 
studied. They will paint the school grounds and our 
river hill in their September green. They will notice 
the flowers and make a collection to be pressed and 
mounted. The insects in the yard and their doings 
will be of interest. ' At the start the teacher must be 
guided by the interests of the children. The large 
collection of things brought into the school will be 
used to further the interest in life in the vicinity. 
The colors will be talked about; the spectrum will be 
shown and a game played in which the spectrum colors 
will be matched by the colors in nature. 
Insects 

A. The Butterfly 

I. Nothing is more wonderful and interesting at this 
time than the great variety of insect life. There is 
not a spot so inhospitable that some insects cannot 



12 SEPTEMBER NATURE STUDY 

adapt themselves to it. Look for insects under stones, 
on leaves, on the grass, under logs, in holes, in the 
ground. Notice the difference between those that live 
out in the open air and those under logs and stones. 

II. Development of the caterpillar, to the butterfly. 
The caterpillar brought to the room, if properly fed 

and cared for, will have begun the cocoon. The chil- 
dren will doubtless remember the cocoons that were 
kept in the schoolroom the previous year, and their 
joy at the moth flying around the room. 

III. Characteristics. 

1. Colors. — Colors on one butterfly, the most 

brilliant parts. 

2. Size. 

3. Variety. 

4. Habitat. 

a. In the day time. 
h. During night or dark days. 
c. Compare the color of the butterfly with the 
color of flower they visit. 

5. Parts. 

a. Head — eyes, feelings, tongue. 

b. Thorax. 

c. Abdomen. 

d. AViDgs — Compare the fore and hind wings. 

Compare the right and left wings of the 
same pair. Xotice the venation of each. 
Notice upper and under parts of the wings. 



INSECTS: THE ANT 13 

Which are the more brilliant V Is this any 
advantage to the butterfly ? 
e. Legs — dumber, joints, use. Xotice how a 
butterfly clings to a plant. 
6. Food — Where obtained, solid or liquid. Xotice 
the use of the tongue. Xotice the tongue 
when not in use. 
The grasshopper could be taken up in much the 
same manner. The beetle would also be interesting 
and could with profit be used as a special subject for 
study. 
B. The Ant 

Ants are by far the most abundant of our roadside 
insects. Every one has been attracted to them, for 
their silent lessons in thrift and industry. Although 
they have been acquaintances of the pupils for some 
time many interesting things may be found out by close 
observation. 

Ants are social — very many working together to 
make a common home. In the warm September days 
the air will seem to be filled with thousands of flying 
ants. " Their moving wings divide the sun's rays into 
rainbow flashes, as they rise and fall, a silent onward 
moving host. This is the wedding journey of the 
male and female ants, which have come from many 
communities and have taken flight together." In a 
short time the journey is over and they come down to 



14 SEPTEMBER NATURE STUDY 

the earth, where the males soon die. The females have 
no more use for their wings, so tear them off and set to 
work finding a place to lay their eggs. 

The queen ant is not jealous, like the queen bee, but 
may live in peace with many other queens in the same 
dwelling. The larvae of ants are white and legless. 
Most species spin cocoons, which are the long egg- 
shaped bodies, so often taken for ant eggs. The eggs 
are so small that they escape observation unless very 
careful search is made for them. 

The ants most commonly observed are the workers, 
perhaps because they constitute by far the greatest 
number of individuals found in any nest. They are 
the most interesting portion of the colony because 
they do all the work. They build the nest, feed the 
colony, care for the young and carry on wars. 

There are many forms of ant nests. Some build a 
simple tunnel in the earth; some have a large mound 
with tunnels and galleries leading many feet under 
ground, and still others live in an old hollow tree. 
. Out-door observation will be encouraged. With 
some care, the ants can be so favorably kept in the 
schoolroom that the questions of habits, food and 
home will answer themselves. 

I. The ant home. 

1. Outside. 

2. Underground, rooms, halls. 



TREES 15 

II. The work of ants in making a nest. 

1. A place for the home. 

2. Digs a hole with her fore feet. 

3. Works with her feet and jaws. 

4. Rolls the dirt into balls and carries it out 

5. Makes rooms and halls. 

6. Work and rest periods. 

III. Parts of the body, their uses: 

1. Feelers. 

2. Jaws. 

3. Teeth. 

4. Feet. 

5. Wings. 

IV. The ant at home. 

1. Work ants, duties. 

2. Queens. 

3. Drones. 
Y. Habits. 

1. Kindness. 

2. Industry. 

3. Swarms. 

4. Traveling. 

VI. Food. 

Trees 

Some trees should be selected for study throughout 

the year. Select those that can be observed at all 

seasons easily — oak, birch, maple, pine, willow, apple, 

walnut. Paint them in September conditions, then 



16 SEPTEMBER NATURE STUDY 

each month during the year. The oak will be taken 
for special study and the others compared with it. 

I. The tree is to be known by: 

1. Leaf. 

2. Bark. 

3. Wood. 

4. Form. 

II. Things necessary to the growth of the tree : 

1. Soil. 

2. Sunshine. 

3. Water. 

The water problem is a very interesting one. Ex- 
amine the leaves for water. Put some fresh leaves 
under a glass, allow them to stand for some time, and 
water will collect on the glass. Let us see how much 
water is in this pile of leaves. Weigh two ounces of 
fresh green leaves, put them away to become thoroughly 
dry, then weigh again. What was lost in the process ? 
How much was lost ? 

III. Roots. 

1. Use. 

2. Length. 

3. Form. 

Compare roots and branches as to use, form and 
length. 

IV. Uses of the tree. 
1. Shade. 

Observe the arrangement of leaves and branches. 



FRUIT 17 

Observe the new growth of the tree on the sides and 
at the top. 

2. Lumber. 

Test the wood as to hardness. Notice the grain of 
the wood. A cross section. Uses of the wood. 

3. Home of animals. 

a. On the leaves. 

b. Under the tree. 
e. On the branches. 
d. In the tree. 

V. Characteristics. 
1. Strength. 

Fruit 

1. Encourage the children to bring fruits to school 
and classify them as dry, fleshy, or stone. As other 
fruits are brought in, during the Fall, recall this classi- 
fication and put them under the proper head. 

2. Our fruits are not much more common than the 
tropical fruits continually seen in our stores, so these 
last must also be considered. Speak of the long time 
that the people in the South have warm days such as 
we have now and had last month. Show pictures of 
the trees and some typical southern scenes. 

3. Make a collection of fleshy fruits that ripen this 
month — grape, apple, pear, melon, cucumber. 

4. On what do these fruits grow? 

a. Tree. 

b. Vine. 

c. Bush. 



18 SEPTEMBER NATURE STUDY 

5. Favorable conditions and things necessary to 
growth. 

6. Make a special study of the pear, and compare 
with the apple. 

a. Form. 

b. Color — When ripe, when unripe. Account for 
the color of the ripe and the green fruit. 

c. Size — Why different from some other fruits. 
Grape, pumpkin. 

d. Surface — Curved, stem, eye. 

e. Skin — Use, tough, thin or brittle, smooth or 
rough, dull or glossy. 

/. Core — Cut apple and pear crosswise and length- 
wise. Position, cells, shape. 

g. Seeds — Size, number, shape, color, when ripe, 
when unripe. 

h. Kinds — Early, late. 

i. Climatic conditions. 

j. Picking — Winter use. 
In much the same way stone fruits can be studied. 

Literature 

We cannot over-estimate the value of literature in 
our primary schools, on account of the important place 
it holds in the mental and moral development of the 
child. The nature myths are given that they may see 
and hear nature more clearly. These bird, tree, and 
insect stories they love because they are in the child's 



LITERATURE 19 

world of imagination and personification. The myths 
will be aids to the nature lessons, and may be given 
either in connection with the lesson or at a separate 
hour. 

Stories of bravery, strength, wisdom, courage, and 
kindness to animals will be given, that the children 
may have ideals for imitation. The stories are to be 
told in a most impressive way by the use of the purest 
and simplest language, and with every possible aid in 
the way of objects, pictures and illustrations. 

Stories. 

1. The Happy Family. — Hans Anderson. 

2. Little Goldenrod. — Cat Tails. 

3. Story of Clytie. 

4. The Dandelion. — Longfelloiv^ s Hiwatha. 

5. King Kindness and the AVitch. — Helen Wells. 
Insects. 

1. King Solomon and the Ants. 

2. Life of a Butterfly.— Cai Tails. 

3. The Green Worm.— Cai Tails. 

4. King Solomon and the Bee. — Saxe. 

5. Aristaeus. 

6. The Ant and the Grasshopper. 

7. Aurora and Tithonus. — Miss Cook^s Myths. 
Trees. 

1. The Walnut Tree that Wanted to Bear Tulips. 
—Cat Tails. 



20 SEPTEMBEEl NATURE STUDY 

2. Philemon and Baucus. — Miss Cook^s Myths. 

3. What the Oak Said. — Stories from Garden and 

Field. 

4. The Old Oak Tree. — Stories from Garden and 
[ Field. 

0. Khoecus. — Lowell. 

6. The Apples of Hesperides. 

7. Apple-seed John. — Child'' s IVorld. 
September Poems. 

1. The Tree. — Bjornson. 

2. September. — Helen H. Jackson. 

3. Goldenrod. — Mrs. F. J. Lovejoy. 

4. The Pine Tree's Secret. — Emilie Poidsson. 

5. The Blue Gentian. 

The Tree 
The Tree's early buds were bursting their brown; 
*' Shall I take them away ? " said the Frost, 
Sweeping down. 
*' No, let them alone 
Till the blossoms have grown," 
Prayed the Tree while it trembled from rootlet to 

crown. 
The Tree bore its blossoms and all the birds sung; 
*' Shall I take them away ? " said the Wind as it swung, 
" Xo, let them alone 
Till the berries have grown," 
Said the Tree while its leaflets, quivering, hung. 



IN SKI'TEMIJEII 21 

The Tree bore its fruit in tlie midsuriimer glow; 
Said the girl, " Miiy I gather thy sweet berries now ? '* 
" Yes, all thou canst see; 
Take tliem; all are for thee;" 
Said the Tree, while it bent down its laden bouglis low. 

In Sei'T ember 
Mornings frosty grow, and cold, 
J-Jrown the grass on hill and wold; 
Crows are cawing sharp and clear 
When the rustling corn grows sere; 
Mustering flocks of black-birds call, 
Here and there a few leaves fall, 
In the meadows larks sing sweet. 
Chirps the cricket at our feet, ] 

In September. 
Noons are sunny, warm, and still, 
A golden haze o'orhangs the hill. 
Amber sunshine's on the floor 
Just within the open door, ^ ' 

Still the crickets call and creak. 
Never found, though long we seek; 
Oft comes faint rep<jrt of gun 
Busy flies buzz in tlie sun, 

In Sei)tember. 

11. IIlSTOItY 

The work in history for the year will be the study 
of homes and shelter. It will Ijcgin with our homes. 



22 SIOn'KMMKK HISTOItY 

Lead tlic children to l.cll Kornethin^ about their homes 
and who keeps tlierri liiiy, and the mother-care in the 
fiirnily. 

Talk about the mother-bird feeding her young and 
biilldiug tli(! home. Draw attention to the feathery 
clolliing of tlie birds and to their clotliirig. 

At this n^Q the childr(!ii think vcn-y nnu-h about 
their horn(!S }i,nd piirfiiits, but they rrniy be, mad(; to feed 
more interested and thus rnon; helpful about the home 
duties. They must feel that the (;onstruction of the 
house is a great work and that it requires constant 
cITort to l\(M'|) it comfortable. 

(SoffH! house in course of fU'(!ction can Ix; used as an 
illustration and closely watched. 

QuKSTioN. — Why do wcs ucmmI a home? Protection 
against cold, storm, and licat. 

Our hom(;s arc comforts; wh;it iJicy (;ost. 

1. First work. — Selectt tin; local ion, plan the house. 

2. Matorinl. 

a. Stone, kind and use. 

h. LntnlxM", kinds. 

c. Bricks. 

(1. Mortar and phiHtei'. 
:}. Mow r(;quired to do the work. Masons, carpen- 
ters, painters, roof(M's, plast(U'(;rfl. 
4. The work. 

a. Kxcavation. 

h. Foundation, dressing stones. 



AIUJL'T HOMKS 23 

c. Fnimework. 

d. Roof. 

e. Floors. 

/'. Insid(! woi'k. 

g. (yhininey. 
5. Rooms ill tlio liousw, their use. 
G. Furniture; of what made ; where ohtained; use. 

7. Work of the home; cooking; sewing. 

8. (.'hjthing; woohin and cotton goods; leather. 

9. Liglit, oil, gas, electricity. 
10. Heat. 

a. By coal in a grate. 

b. By a coal furnace. 
r. Hy gas. 

(I. Hy steam or liot wat(;r. 

III. X I'M in: It 
We can not go very far in the Nature Study work 
until we are met with Lhe question, how much, how 
long, or how many, and numlxu- must come in to settle 
the question. Numher is best used when it makes 
some necessary conce{)t clearer. In the work on butter- 
flies such questions will present themselves: 

1. How many alight on jirotective colors? 

2. ll<nv many out of ten were yellow? 

3. ilow numy more do you see on a bright day than 

on a dark one ? 

Insects 

1. On a certain branch of a mai)le tree how many 

leaves are eaten by insects? 



24 SEPTEMBER NUMBER WORK 

2. How many are used for homes of insects? 

3. What part of 12 leaves are used by insects ? 

4. Try also the horse chestnut, oak, pine, birch 
and compare. 

5. In the collection of fruit, how many pieces are 
injured ? 

6. What part is injured? 

7. How many of the primary colors can you find in 
the fruits ? 

8. How many of the primary colors can you find in 
the fall flowers ? 

9. Wliat do you find to be the most common color 
for the flowers in this locality? 

10. In a collection of 20 flowers how many of them 
are yellow ? 

11. What is the temperature in the sun to-day? 
What is it in the shade ? How many degrees cooler is 
it in the shade ? 

12. How much cooler is it to-day than it was yester- 
day ? Than it was one week ago to-day ? 

Very often the only complete way to answer nature's 
questions is by actual measurement: as the length of 
the wings of the butterfly ; the growth of a twig in a 
season; the height of a plant. Another tool of 
measurement is needed — the ruler. It will not always 
be convenient to carry a ruler in the hand, so it will 
be necessary to carry a very nearly perfect picture of 
it in the mind. To have this so, very frequent drills 



MEASUREMENTS BY INCHES 27 

in the judgment of distance and height are necessary. 

I. The inch will be taken as the first unit of measure. 

They will first find the inch on the ruler. A string 
is needed one inch long. Who can cut such a string ? 
The child must first use his own judgment of the 
length and then verify with the ruler. 

We want to make a color chart. Cut a piece of red 
paper one inch long; a blue, a violet, etc. These 
must be accurately cut to be mounted for color drills. 

Work on J and J inch is now taken up. In order 
to know these fractions of an inch, they must do much 
actual work using them. Many little drawing exercises 
w^ill be used to aid in this work. 

Review horizontal, vertical, and oblique lines. A 
few suggestive problems are given on the Line Chart. 

1. How long is line A? B? C? 

2. Which line is the longer A or — ? 

3. How long is D ? 

4. How many A's are in D ? 

5. I is how much longer than B ? 

6. B and — will make a line as long as J. 

7. What two oblique lines will make a line as long 
asK? 

8. C, D and J of J will make a line how long ? 

9. How many G's in C ? 

10. How many H's in B ? in F ? 

11. How many B's will it take to make a line as long 
as J? 



^8 SEPTEMBER NUMBER WORK 

Much time must be given for the children to actually 
measure and judge distances. 

Find the length of the stem of this leaf; the blade; 

the new growth on the twig. After the judgment is 

expressed the test must be applied and the correction 

made. 

To Make a Book 

We need a book to keep the drawings in. 

Heavy paper or card-board is to be used. 

The directions for doing this will be given orally or 
perhaps be written plainly on the board, to be followed 
closely by the workers. 

1. Draw a horizontal line five inches long. 

2. At the ends of this line, drav/ vertical lines 
downward eight inches. 

3. Connect these lines with a horizontal line. This 
makes one of the backs. 

4. Follow the above directions and make another 
back. Cut them out. 

5. 2|- inches from the top, on the long edge of the 
paper, make a dot. 

6. 2J inches from the bottom, along the same edge, 
make another dot. 

7. Cut two strings 3J inches long to tie the backs 
together. 

II. The foot as a unit of measure. 
Fix the foot clearly in the minds of the class, by 
drawing lines, cutting strings, or holding the hands one 



MEASUREMENTS BY FEET 29 

foot apart. Produce sticks, boxes and many things 
for the class to judge their length. 

The height of the children will be taken. The 
class will estimate the height of a child ; then one will 
do the measuring, or the height will be marked on the 
wall and each can measure himself. 
Question : — 
Who is the taller, John or Mary ? 
How much taller is Mary ? 
Who is the tallest person in the class ? 
How much shorter is Mary than he ? 
The record of the height of the class will be kept 
and compared with the record taken near the close of 
the school year. Measure things in the room. The 
door. How much greater is the height than the width ? 
How long and how wide must a curtain be to fit the 
window ? 

How long and how wide must a glass be to fit the 
book-case door ? ' 

Out-Door Work 

Measure the goldenrod. 

Which usually grows taller, goldenrod or aster ? 

How long are the roots of the goldenrod ? 

Compare the length of the roots with the branches 
of the goldenrod. 

How much taller does the sunflower grow than the 
goldenrod ? 



30 SEPTEMBER NUMBER WORK 

llow far is it from the ground to the first branch of 
the maple tree ? Oak ? Pine ? 

Pentagon and Octagon 

A pentagon can be made by placing a square above 
a square. The octagon will be drawn and cut from 
colored paper. Octagons and pentagons of different 
sizes will be made. Such questions can be used as: 

1. What is the perimeter of the pentagon ? 

2. What is ^ the perimeter V 

3. One side is what part of the perimeter ? 

4. How many 2 inches are in the perimeter ? 
III. The yard as a unit of measure. 

Give much opportunity for using the yardstick. 

Teach 3 feet = 1 yard. I yard = 1 foot, f yard 
= 2 feet. 2 yards = 6 feet. 

Give much exercise in reducing a number of feet to 
yards or yards to feet. Give problems in selling goods, 
at a certain price, by the yard. Toy money can be 
used and drill in making change can be given. 
Out-Door Work 

1. How long is the tennis court ? How wide ? 

2. How many yards is it from the maple to the pine 
tree? 

3. Mark off on the ground a square or rectangle 
that could be used for a certain building. 

Scale Work 
Draw to the scale of one inch to the foot. 



MEASUREMENTS BY YARDS 31 

Draw to the scale of one-lialf inch to the foot. 
Outline of Dumber Lessons for September 
The numbers 10, 11, 12. 

1. Quick work. 

2. All combinations and separations including frac- 
tional parts. 

3. Problems connected with nature work. 

4. Work on lines — the inch. 

5. To make a book. 
0. Work on the foot. 

7. Height of pupils. 

8. Out-door work on the foot. 

9. Work on pentagon and octagon. 

10. Work on the yard. 

11. Out-door work on the yard. 

•IV. Language. 
Language should be used to develop that thought 
which produces the best and highest growth of the 
human being. Pupils should be trained to the auto- 
matic use of good oral and written expression. In the 
first months they must be encouraged to talk freely 
and express themselves honestly. Tact is required, on 
the part of the teacher, that she may correct all errors 
in such a way and at such a time that the pupils will 
not become self-conscious. The point to be kept 
before their minds is that they must tell their story' so 
all may understand. 



32 SEPTEMBER LANGUAGE WORK 

Correct written language is acquired also by repeat- 
edly seeing and using the form in his desire to express 
thought. Each lesson will have something in it that 
the child wants to tell. During the development of 
the lesson the new and important words are presented 
and repeately referred to, that they may be ready for 
use in the written work. The words are not to be 
copied from the blackboard but be so learned that they 
form a part of his vocabulary. 

In the second year there will be no copy work. The 
written work will consist of independent effort. The 
child will be asked to tell something on his paper. In 
the first week of September such stories are written 
by the children. 

This is September. 

I see yellow and blue butterflies. 

The goldenrod is yellow. 

We see the pretty asters. 

There is dew in the mornings. 

The grass is green. 

Apples are ripe. 

There are many caterpillars. 

We see robins, blue birds, red birds, and sparrows. 

The reading naturally grows out of the science and 
literature work. The children describe in a simple 
way the lesson that has been presented and tell the 
same on paper. This then is printed and brought back 
to them to read. This reading matter is always fresh 
and on the subject studied in the room. 



stories and printed lessons 3d 

Printed Lessons 
AVe visited the maple and the pine trees. 
We also saw the birch and the horsechestnut. 
The pine tree is pointed at the top. 
The pine tree has needles. 
Trees need soil to make them grow. 
They need water and sunshine too. 
We weighed one ounce of fresh leaves. 
We dried and weighed them again. 
They did not weigh a half ounce. 
The roots get food and water for the tree. 
The tree is good for shade. 
Insects make cradles out of the leaves. 

The Little Pine Tree 

A little pine tree was in the woods. 

It had no leaves. It had needles. ' 

The little tree did not like needles. 

The tree said: " I want leaves too. I want gold 
leaves." 

At night a fairy came and gave it gold leaves. 

A man came along and took the gold leaves. 

Then the tree wanted glass leaves. 

The wind blew and the glass leaves were broken. 

Then the tree said: " I do not want gold leaves. I 
do not want glass leaves. 

'' I want green leaves like the other trees." 

The fairy gave it its wish. 



34 SEPTEMBER ART WORK 

A goat came along and ate the leaves. 

Then the tree said: " Please give me my needles; I 
like them best of all." 

— Stepping Stones to Literature. — Arnold. 

Animal Life. — Bass. 

An Ant's Story. 

A Butterfly. 

A Grasshopper. 

V . A R T s 
Writing 

The bold round vertical script is the sytem adopted 
by the school. Nothing but this plain, accurate writ- 
ing must bo put before the children. Writing is one of 
the best modes of expression. That children may 
express themselves well they must be able to write 
rapidly and legibly. 

A little exercise will be given each day in writing 
some observation made. There was dew on the grass 
this morning. A west wind is blowing. 

All the writing during the day must be the best 
effort of the child. 

In blackboard writing freedom of movement is most 
easily gained and is therefore the best for little chil- 
dren. 

Drawing 

The teacher : — 

In the literature and history work drawing is of the 



WRITING, DRAWING, PAINTING 35 

greatest importance. A pine tree and other trees 
around it drawn well on the blackboard means much 
more to the child than a statement that the pine tree 
grew in a forest. Little children do not get much from 
the abstract, but they can be made to live and sympa- 
thize with the life thai is plainly pictured to them. 
Every story should be fully illustrated. 
The child :— 

a. The pupils will draw their own pictures on the 
board, not a copy of the teacher's. 

b. They will draw what they saw in the Out-door 
lesson. 

€. The insects. 

d. The tongue of the butterfly. 

€. The wings of the butterfly. 

/. Fruits and leaves. 

Painting 
As we look out on the great nature picture, the first 
thing that appeals to us is color, — the green grass and 
trees, the blue sky. In the nature study the aim is 
to have a picture of the year through the study of the 
different months. It is through color that the many 
phases of life most clearly show themselves. The pic- 
ture that the child has of the forest or field is, great 
masses of green and not the single leaf, the single tree, 
or the blade of grass. So his first attempts at paint- 
ing will be a landscape. 



36 SEPTEMBER ART WORK 

a. Picture of the river hill, or of the school yard^ 

b. Butterfly on a flower. 

c. Coloring on upper and under parts of a wing. 

d. Goldenrod and asters. 

e. The trees under study. 
/. The fruits. 

Modeling 

This is one of the earliest modes of expression.,, 
because the material is so easily worked. Long before- 
the child entered the school, he worked in sand and 
soft clay. He has made his little world many times in 
the sand. He has made high mountains, broad fields 
and mighty rivers over which his steamboats ply. He 
will not be deprived of this means of self-development 
as he enters school. In the story of Daphne he will 
model the river, the cave, and the mountains in the 
distance. 

The modeling in clay is the best way to express 
judgments received through touch. 

The form of an apple can best be told by the use of 
clay. Model other spherical fruits studied. 

Music 

Music has worked its way into the primary schools 
and has done so much in entertaining and refining 
children that its place is secure. It is the delight of 
the children to sing. They say: "Let's sing about 
the grasshopper, or the robin." Through these songs 



MODELING, MUSIC 37 

the children are made to love one another more and to 
be more thoughtful of the hepless little animals about 
them. 

Voice culture forms a very important part of the 
musical training. Owing to the delicate condition of 
the larynx of the child, he must sing softly and easily. 
He is incapable of producing powerful tones that shall 
also be beautiful in quality. 

Suggestive Songs : — 

Grasshopper Green. 

The Goldenrod. ^ 

Theory : — 

1. Scale work. 

2. Interval work. 

3. Teach staff, scale measure, whole note, half 

note, rest. 

4. Read exercises from chart. 

0. Sing easy exercises. 

6. Exercises for pure tones. 
Pictures : — 

1. Animal pictures. 



OCTOBER 



[. Xature Study 

October is the time of plant preparation for winter. 

Every plant has one desire, if we may speak of it as 
such, namely, to scatter its seeds, that other plants of 
its kind may grow. They could not hope for life if 
they all fell within a few feet of the mother plant. In 
their eagerness to grow they would so crowd each other 
that few would be able to survive. So plants have 
devised many curious ways of scattering their seeds. 
The thistle unfurls its white sail to the wind, clouds 
of milkweed and dandelion with their silky sails are 
swept over the fields. The burdock seeds with their 
sharp little hooks cling to our clothing and to the 
dog's hair or the sheep's fleece. Many little pods 
open and the wind scatters the treasures. 

Along with the work a collection will be made and 
mounted on a chart, to show the different means of 
disemination. There is never any lack of specimens, 
for the interest is so great that all want to help fill the 
chart. 

The trees have been warned that they cannot work 
(38) 



XATURE STUDY 39* 

much longer, so, like wise people, they begin early to 
prepare for the change. It has been bountifully stored 
all summer, and now the reserve passes from the per- 
ishable leaf and stem to the root. The buds contain 
the treasure which is snugly nestled within a scaly 
coat. 

In the special work on wheat a very instructive 
chart can be made showing by pictures, drawings, and 
paintings the whole story of the plant, through the 
processes of harvesting and milling to the bread. 
Along with this study there will also be observed the 
development of the plow from the crude stick for 
breaking the ground to the most improved plow of 
to-day. The thrashing will be followed from the time 
the grain was separated by oxen-treading, through the 
flail age, to the improved reaper and binder. 

So with the milling. This can be done by the class. 
Question. — How could you grind this wheat into flour ? 
The two stones will be suggested, which was the 
primitive method. People learned a better way and 
now they make flour which is very fine and very white. 
Seeds axd their Dissemixation^ 

Review parts of the flower, petals, sepals, and 
especially the pistil for the seeds. 

Show the connection between flow^er, fruit, and 
seed. Use bean, tomato, or pumpkin. 

Examine the flowers in the vicinity with this ques- 
tion in mind. How are the seeds scattered ? 



40 (XJTOHEK NATUIIE STUDY 

I. Tlu. seed. 

1. Slijipe. 

2. Siz«i. 
:). (Jolor. 

4. Oovoring. 

5. I'artH. 

n. Means of Disscuniriiition. 

1. Wings. 
a. Maple. 
/;. Liiulen. 

2. Sails. 

a. Milkweed. 
h. (J<)ld(!ur()d. 
f. Thistle. 

d. Dandelion. 

e. Aster. 
:\. Hooks. 

a. lieggar ticks. 
h. Hnrdoek. 

III. How the treasnre gets out of the hox, 

1. Wheat from the ehaff. 

2. Corn from the husk. 
)i. Seeds from the a])|)le. 

4. Nut from tlic shell. 

5. Seed from the melon. 
(). Bean from the hull. 

IV. Uses of seeds. 

1. 'i\) reproduce the j)lant. 



win: AT 4] 

'Z. h\)()d for nism. 
?i. K(»()(i for aiiimtilH. 
4. IVIo(li(;im'. 

V. Planting of seeds. 

1. Plante.'i by man. 

2. Planted hy otlior agcjnc.ies. 

']. vSceds ])lanto(l in llio Spring. 
4. Seeds planted in tln^ ViiW. 

VI. Gathering of seeds. 
Wheat 

The children are to tnake tfieir own discoveries and 
do the work. 'I'lny must lind a Wiiy to loosen tt.e 
ground, pulverize it, and plant the seed. F^ead them 
from ttjtir suggestions to ttie plow used by the 
uncivilized man and then show the best plow of the 
age ami its advantages. Make a liarrow out of nine 
sticks with nails driven throuLdi to make the teeth. 

Plant the wheat as tlie (;lass suggests. 

Show tlu! advantages of th(» drill. Ijet the (diildren 
make (lour by pcninding wheat between two stones. 
Put this through a sieve. 

Mak(; Hour by grinding the wheat in a eolTee mill, 
then using a wire; sieve and tin; bolting (doth. 

Speak of tin; roller mills and visit tluMu to sec; the 
advantages, ('orjipare tin; lloui- made in these dilTcr- 
ent ways. 

I. Nef;«;ssity of planting wheat. 
FI. Tijne (jf plunting. 



42 OCTOBER NATURE STUDY 

III. Preparation of the ground. 

1. Clearing (possibly). 

2. Plowing. 

a. Long ago. 
6. Now. 

3. Harrowing. 
a. Long ago. 
h. Now. 

IV. Planting the wheat. 

1. By hand. 

2. By drill. 

V. Protection through the winter. 

VI. Harvesting. 

1. Time of year. 

2. Machines used in the work. 
a. Sickle. 

h. Cradle. 

c. Reaper. 

d. Binder. 

VII. Threshing. 

1. Means. 

a. Driving oxen over grain. 

h. Flail and windmill. 

c. Threshing machine. 

2. Products. 
a. Grain. 
h. Straw. 
c. Chaff. 



NUTS 43 

VIII. Milling. 

1. Primitive mill. 

2. Roller mill. 
IX. Uses of wheat. 

Flour — Food for man. 
Screenings — Food for animals. 
Bran — Food for animals. 
Speak of the great wheat fields in the west and their 

harvesting. 

Nuts 

Chestnut, hickory nut, walnut, butternut, beechnut^ 
and acorn. 

I. Color of nuts. 

1. When unripe. 

2. When ripe. 

II. Covering. 

1. Kind. 

2. Use. 

III. Use to the tree. 

1. Find the plantlet. 

2. How will it get to the soil V 

IV. Use to animals and man. 
V. Gathering of the nuts. 

VI. Compare with imported nuts, pecan, peanut, 
almond, cocoanut. 

Preparation of the Tree for Winter 

1. Falling seeds. 

2. Drying of leaves. 



44 OCTOBER NATURE STUDY 

3. Disappearance of sap. 

4. Maturing of fruit. 

5. Hardening of wood. 

6. Xewly formed buds. 

The children will notice the effect of the decrease of 
heat upon the flowers, grass, garden plants and trees. 
Trips will be made to the trees under special observa- 
tion, oak, birch, pine, horse chestnut, and maple. 

I. The Leaf. 

1. How it breaks from the twig. 

2. The scar on the twig. 

3. The use of the leaves to the tree. 

4. The use of the leaves to the ground. 

5. Why they change color and drop off. 

II. The Buds. 

1. New — old. 

2. Position in relation to the leaf. 

3. The coats. 

a. Glue — its use. 

b. Scales — -arrangement and use. 

c. Cotton — its use. 

4. The number of buds to leaf. 

III. The Twig. 

1. The bark — layers. 

2. New growth lateral. 

3. New growth terminal. 

4. Compare length of new growth on different 

sides of a tree. 



PREPARING FOR WINTER: EVAPORATION 46 

5. Compare twigs of different trees. 

6. Account for the shape of a tree by the lateral 

or terminal growth. 

Evaporation 

I. Recall old knowledge on the subject. 

1. The mud dries up. 

2. The dew soon disappears. 

3. The clothes on the line dry. 

4. The ink in the well dries. 

II. Aids to evaporation. 

1. Sun. 

2. Light. 

3. Heat. 

4. Air- wind. 

5. Extent of surface. 

Experiment. — Put the same quantity of water in 
different shaped vessels and under different conditions. 
Put some in shallow pans, high vessels, corked bottles, 
and some in the sun, in the dark, and some under heat. 

III. Apply to Nature. 

Where does water evaporate fastest, on the pave- 
ment, shallow pond, or in a well ? 

IV. Add heat and notice the rate of evaporation. 

V. Condensation. 

Catch the steam on a cold plate. 

VI. Apply to the river. 
Notice the fog. 



46 (xrroiJKit NATurtio htudy 

y\\. 'V\\r. slory of u droj) of wator. 
'I'm; Rain DROP 

OruM! a lil,ll<; ruiiHlro[) slarUid from Uk; (jIoikJh to go 
to tli(; (iartli to h(!0 what it could seo ihore. 

Wliil(; on its way it becamt; very cold and froze. 

Uut th(; freozing did not hurt it. 

As it traveled on its jouriKjy it met some other 
froz(!ri dropH. 

I^efore h)ng tliero were enough frozcin raindrops to 
make a snowflakc!. 

Now th(^ snowllake startcid on its journey and soon 
mcst olfier Hnowlhikes. 

By and by lii(^ air waa full of them. 

'Ilie grouncJ was soon covered with snow. 

The sun was not shining, so the snowflakfis lay to- 
gether very ha[){)y. 

liut th(5 next day th<i sun came outaruJ melt(}(J these 
rtakes. 

Some of the water soakfMJ into i,he ground atid some 
ran olT into str(;arns. 

'l'h(! wat(jr at last rc^acluMl tin* o(;ean. 

From the oceaii it was taken hac^k to the clouds, the 
same {)la<;e that it started from. 

11. Literature 

The scien(;e lessons cultivate the observation of the 
child, whihi th(5 (lower and seed myths keep the 
imagination a(!tivo. They must go hand in hand help- 



i.rj'KitA'riJitK 47 

in^ each othor. Thr; (ihildrfMi have talkcui about Uh; 
fieeds, they liavc; watc.h(i(i with (hili^lit their lirr!-lik(^ 
movements throu^fi tin; air, ainJ now thtty arc* rea(Jy to 
h(!ar their Htory. Tlie o|)eriiii^' Ichsohh for the day 
will b(; from tlu; Parable of thf; Sower jukJ from the 
Story of itiith the (j leaner. 
Storien on Seeda. 

1. Seedlings on the VVin^. — Cat T<iil.H. 

2. The Little Brown Seed. — C'a^ TaiU 

3. Treasure JioxeH. — Jane Andrewn. 

4. Quereug Alba. — Jane Andrewn. 

5. The Wee Wee Man.— rV/7. TaiU 
Wheat. 

rriyche'H Tanks. 
Nut.H. 

CheHtnut \U)\fii.—ChiUV h World. 

Ttie Aeorii arnJ tlnj ('heritnut. 
IVeen. 

The Anxious [j(;af. 
hha'poratixm. 

The Vapor Family.— ('V. TwUm. 

Aqua. — Htory JIo ar. 

What the Fire Sprites (Jid.— CV/i Tailn. 

Tni-; Story ov I'sycmk 

Psyche was the mr)Ht beautiful maid(jn in all Greece. 

Althougfi every one prai3(;d her beauty slie was not 

flelfisb but was v(!ry helf)fiil in her fath(»r's palace, 

working and spinnir)^. ller fame w(;nt abroad until 



48 OCTOBER LITERATURE 

the goddess Venus heard of her and was jealous of a 
mortal whose beauty was said to excel hers. The 
goddess sent Cupid to punish Psyche for daring to 
compare with her in beauty. Cupid took a vase of 
sweet water and one of bitter water and started to find 
the maiden. He found her asleep and looking more 
bej3,utiful than he had dreamed, lie poured some of 
the bitter water on her and in doing it touched her 
with one of his arrows, and she awoke. He could not 
bear to harm her, so poured all of the sweet water over 
her golden curls, so that Venus's charm could do her 
no liarm; then he went away. But the goddess was 
cruel and sent trouble into Psyche's home. She would 
not stay where her presence brought harm to those she 
loved, so she stole away and wandered up a lonely 
mountain. There &he saw a beautiful garden, and 
wandering along a shady path she came to a beautiful 
palace. A voice said: "Psyche, this is your home, 
and I am your friend. I will come often and talk to 
you, but you must promise neither to see rny face nor 
try to learn my name. " Psyche promised and was per- 
fectly happy in her new home. But she had a great 
fault and now she became curious. So one night she 
hid a little lamp in a vase that she might see his face, 
and without a word he turned and flew away from the 
palace. Now Psyche saw that she had lost the con- 
fidence of Cupid and tried to see him again, but he 
had gone. She went to the goddess to ask advice. 



THE STORY OF PSYCHE 49 

Venus said that she could be forgiven if she proved 
herself worthy by doing some very difficult tasks. She 
took Psyche to her store-house, where there was a great 
pile of mixed grain, and told her to separate the wheat 
from the other grains. She worked diligently, but the 
pile did not seem to diminish until some old friends 
of hers, the little black ants, came and soon performed 
the task. They worked diligently picking the wheat, 
barley, and oats from the pile and putting them in the 
right heap. By evening the very difficult task was 
completed and Venus came to see the work. Psyche 
had the most beautiful velvety butterfly wings sent to 
her; they were attached to her shoulders and away she 
flew with Cupid to be forever happy in the home of 
the gods. 
Poems. 

1. Dainty Milkweed Babies. 

2. October^s Bright Blue Weather.— i7. H. Jackson. 

3. How the Leaves Came Down. — Susan Coolidge. 

4. October's Party. — Nature in Verse, Lovejoy. 

5. The Chestnut Burr. — Nature in Verse, Lovejoy. 

6. The Gossip of the Nuts. — Nature in Verse, 

Lovejoy. 

7. Brown Birds are Flying. 

8. The Four Winds. 

How THE Leaves Came Down 
"I'll tell you how the leaves came down," 
The great tree to his children said ; 



60 OCTOBER L[TEKATUKE 

" You're getting sleepy, Yellow and Brown, 
Yes, very sleepy, little Red, 
It is quite time to go to bed." 

" Ah! " begged each silly, pouting leaf, 
" Let us a little longer stay; 

Dear Father Tree, behold our grief; 

'Tis such a very pleasant day 

We do not want to go away." 

'* Perhaps the great tree will forget, 
And let us stay until the spring. 
If we all beg, and coax, and fret." 
But the great tree did no such thing; 
He smiled to hear their whispering. 

" Come, children, all to bed," he cried; 
And ere the leaves could urge their prayer. 
He shook his head, and far and wide. 
Fluttering and rustling everywhere, 
Down sped the leaflets through the air. 

I saw them; on the ground they lay. 
Golden and red, a huddled swarm. 
Waiting till one from far away. 
White bed-clothes heaped upon her arm. 
Should come to wrap them safe and warm. 

The great bare tree looked down and smiled. 



(( 



Good night, dear little leaves," he said. 
And from below each sleepy child 



HOW THE LEAVES CAME DOWN 51 

Replied, " Good night," and murmured, 
" It is so nice to go to bed! 

October's Bright Blue Weather 
Sun and skies and clouds of June, 

And flowers of June together, 
Ye cannot rival for one hour 

October's bright blue weather. 

When loud the bumblebee makes haste. 

Belated, thriftless vagrant, 
And goldenrod is dying fast. 

And lanes with grapes are fragrant; 
When on the ground red apples lie 

In piles like jewels shining. 
And redder still on old stone walls 

Are leaves of woodbine twining; 
When all the lovely wayside things 

Their white winged seeds are sowing 
And in the fields, still green and fair 

Late aftermaths are growing. 
sun and skies and flowers of June, 

Count ail your boasts together. 
Love loveth best of all the year 

October's bright blue weather. 

III. History 
The study of history is thought to be the best means 
of giving the children an intelligent understanding 



52 OCTOBER HISTORY 

of society and an interest in it. And these children 
are not too young to begin to learn their relation to 
those about them. The love of country can not be 
implanted too young within the life of the coming 
citizens. To young pupils, the lowest forms of social 
life seem mostly suitable, as the Indian and Eskimo. 
The child has little experience and cannot understand 
complicated forms of life, or complicated architecture. 
He cannot build the house in which he lives, but he 
can construct the home for the Indian. 

Tpie Study of the Indian 

1. General appearance of the country. 

2. A'atural resources of the Indian — animals, trees,. 

rocks, pebbles, berries, nuts. 

3. Personal appearance of the Indian — size, stature,. 

color. 

4. Dress — material, how made. 

a. Moccasins. 

b. Shawl. 

c. Ornaments. 

5. Home — material, how made. 
a. Wigwam. 

h. Long house, 
c. Kound house. 

6. Furniture. 

7. Food — how obtained, how prepared. 

8. Weapons — material, how made, uses. 



STUDY OF THE INDIAN 53 

9. Occupations. 

a. Hunting. 

b. Fishing. 

c. Basket making. 

d. Pottery. 

10. The Indian corn. 

11. The canoe — material, how made, uses. 

12. Picture writing. 

13. Home life. 

Let the children feel the necessity for the Indian's 
home. To protect him from the cold, storm, and 
animals. The class will build a wigwam as the Indians 
did. A large wigwam can be made in the corner of 
the room, which will add to the work. 

A doll will be dressed as a squaw or chief. 
Hiawatha will be taken up as a type of the forest 
Indian. Picture the boy in his early life in the forest 
by the lake. Keep the beauty of the story, and use as 
much of the rhythm of the original as possible. 
Childhood. 
Nakomis — Dress. 

Hiawatha — The child, cradle, child sports. 
Early home — Situation, how built, furniture. 
His friends — Family, animals. 
Bow and arrows — lagoo. 

First hunt — The journey, the deer, the feast. 
The birch canoe — The material, how made. The 



54 OCTOBER NUMBER WORK 

birch, cedar, larch, and fir trees. The hedge- 
hog. The painted beads. The canoe can be 
made from heavy paper and decorated and 
ornamented in the true Indian fancy. We can 
use thread for the strong roots of the larch tree, 
and cardboard for the good branches of cedar 
to strengthen the canoe. 

IV. Number 

The aim is to make the work as practical as possible, 
to make number a necessity in clearing up other pic- 
tures or in doing things. In the work on the Weather 
Record and Sunshine Chart, in order to form a clearer 
picture of the month, such questions will be necessary; 

1. How many cloudy days did we have the first week 
of September? 

2. How many rainy days during the month? 

3. How many more clear days than rainy days did 
we have ? 

4. The number of rainy days is what part of the 
month ? 

5. The mornings that dew was found, equal what 
part of the month ? 

6. In your collection of seeds how many were dis- 
tributed by the wind ? 

7. How many of the seeds are used as food for 
animals ? 

8. Examine 14 twigs on the north side of a tree. 



MAP OF A TOWN 56 

"What is the greatest difference in the length of the 
new growth in any two ? 

9. Compare with the longest growth on the south 
side. 

Lines. — Continue judgments and measurements in 
inches, feet and yards. Have class draw from direc- 
tions, irregular figure problems. 

Find the perimeter of the figure. 

What is 1^, ^, J of the perimeter ? 

How long are all the horizontal lines ? 

Chart II 



56 OCTOBER NUMBER WORK 

Chart II represents a little town. At first let one 
block equal a mile and then call four blocks a mile for 
the main work. Place dots inside this area, and letter 
them A, S, P 0, etc., somewhat as follows: 

A is Anna's home. 

S is the school. 

P is the post-office. 

P is the park. 

L is the lake. 

Who has the farthest to go to school ? 

If goes for to go to church, how far will 

she go ? 

Area — Impress the children with the fact that find- 
ing the area of anything is to find the number of 
square units on its surface, which is always in rows 
with a given number of square units in a row. 

1. Draw and cut a rectangular 2 inches long and 

one inch wide. 
Fold the short edges together. 
vShow one square inch. 
Show one row of two square inches. 

2. Cut a rectangle 4 inches long and I inch wide. 
Fold so as to show one square inch. 

Show one row of four square inches; three; two. 

3. Cut rectangles two inches wide, showing two 

rows. 
This can very nicely be worked out in colored paper, 



AREA AND SCALE WORK 57 

using the inch squares in shades and tints to develop 
the rows. 

4. From a number of papers and cards, have the 
class select the one containing 1 row of o square inches, 
or 2 rows of 4 square inches. 

5. A square containing 9 square inches will be how 
long and how wide ? 

6. A rectangle containing 12 square inches may be 
how long and how wide ? 

7. Fractional work, 

a. One horizontal row is what part of the area? 

b. One vertical row is what part of the area? 

c. One square inch is what part of one row? 

d. One square inch is what part of the rectangle? 
Scale work continued. 

Draw the door, window or table, using J inch to a 
foot. 

Make an envelope for seeds. 

Draw a rectangle ten inches long and six inches 
wide. 

On the ten-inch lines one inch from each corner 
place a dot. 

Connect th'e opposite lines with dots. 

Call one inner line A and the other B. Extend 
lines A and B 3J inches to the right and 3 inches to 
the left. 

Connect the left ends of A and B and the right ends. 



58 OCTOBER LANGUAGE WORK 

Find the rectangles that are (3 inches long and 1 inch 
wide. 

Curve the two free corners of each. 

Out out the figure thus drawn, fold it into an en- 
velope, and finish neatly. 

Cut a rectangle 4 inches long and 1 inch wide. 

Fold so as to show 1 square inch. 

Make the sides of a box with this paper. 

How long is each side? How deep is the box? 

How many inches are there around the box ? 

Place it on your desk so as to make a rectangle. 

It will be long and wide. 

Make other boxes into rectangles. 

y. Language 

We want the children to talk freely and properly 
and a skilful teacher can accomplish this without hav- 
ing them become self-conscious. As the mistake 
occurs the teacher will repeat his statement and make 
the correction. It is a good plan to write some of 
these idioms in red or yellow crayon in front of all 
eyes: I saw; I have seen; There are. 

Much care is needed in training children to express 
themselves logically in writing. They will want to 
tell a story or explain some experiment, and the teacher 
must at first guide this by wise questions on each 
point. The thought is not that every child write the 
same sentence but that each express himself on the 



WRITE FOR PRESERVATION 59 

first point of the lesson and tlien on the next and the 
others. The greatest care must be taken that no mis- 
takes occur in spelling, capitals, or punctuation. 

That the written work may express the best honest 
effort he must be made to value his work very highly. 
He will not be given any scraps of paper or poor 
material on which to do his work. He must see that 
its final receptacle is not the waste basket. The paint- 
ings, drawings, and written work are the only part of a 
pupil's record that a teacher may look at, that the 
child himself can see, and that can be shown to the 
parents; therefore they should be carefully kept. A 
case in which each child has a compartment large 
enough for his papers has been provided and found ex- 
ceedingly helpful along this line. The child will 
examine his work very carefully before it is put in the 
box, and when we get pupils to correct their own work 
a great deal has been done. To bring about clear and 
logical expression a little game is used with success. 

I am somebody. 

I live about three feet from the ground. 

I live in a little green cradle. 

I stay in my cradle until September. 

I have a body and silky sails. 

The wind carries me away off. 

Who am I? 

After the child has told all he knows of the object 



60 OCTOBER LANGUAGE WORK 

he gives the final questions and is ready to receive 
answers. 

Printed Lessons 

This is October. 

The sky is blue and clear. 

There is frost in the mornings. 

The leaves and nuts are falling. 

We gather many seeds. 

The milkweeds are flying in the air. 

The maple leaves are yellow and red. 

The willow leaves are green. 

We see flocks of birds flying South. 

We do not see the caterpillars. 

We find many cocoons. 

We see a few grasshoppers. 

We have heat in our houses. 

Could you tell what month this is ? 
The Anxious Leaf 

The wind said: " I will pull you off, little leaf and 
throw you on the ground." 

This made the little leaf cry. 

It told it to the twig. 

The twig told it to the branch. 

The branch told it to the tree. 

The tree shook all over. 

It said: " Do not be afraid; you shall not go until 
you want to." 



61 

This made the leaf happy. 

It danced when the wind blew. 

In October all the other leaves became very beautiful. 

They were getting ready to fly away. 

They were very happy in the thought. 

Then the little leaf wanted to go and grew beautiful 
in thinking of it. 

The branches did not have pretty dresses on. 

They had more work to do. 

In a minute a puff of wind came. 

It took the leaf a journey in the air. 

It fell in a fence corner. 

It went to sleep and dreamed that it was still help- 
ing Mother Nature. 

VI. Arts 
Writing 

1. Special drill on difficult small letters — r, s, a, w. 

2. AVords in nature work or literature. 

3. Sentences that occur in the work. 

4. Stories or connected sentences. 

5. Pen and ink writing. 

6. Blackboard writing. 

7. Drill on capitals. 

Drawing 

1 . Seeds — showing parts concerned in their distribu- 
tion — sails, hooks, wings. 

2. Primitive plow. 



Ol'I'OUKIi AUr WDKK 



i>. Improvfd |)lo\v. 

;{. 'The whi'Mt ti(>Iil. 

A. Khiil. 

(1. Stt>!u^s I'lH" ^rindiiii;- soods. 

i. Wii^WMiu, ojiiu>t\ how ;mil aritJW. 

S. Kii;urt\s iist'il in niimbi'r NVi>rU. 

Tain nN(} 

1. (>ot(>bor lamisi'Mpo (ho hill, school van!. 

\\ The troos solotMoil for stiuly. 

;>. 'l'lu> h\'if and twii^ siunviuix tho riui^s ami scars. 

I. 'V\\v liuiian wilii his bow ami arrow. 

0. Tho wigwam in the fi)ri\>Jt. 
(>. rani>o. 

:. Vaso. 

S. Wheat. 

\K Nuts. 

MODKI.TNO 

1. On sanil board mako an Indian sot tlonitMit. 
•>?. Mako olav dislios. 

Makiiuj : — 

I. lMi\olt>}H^s Ci>r koopini;- soods. 

*0. (.'anoo— hoavv papor. 

;i. Indian oradlo. 

I. How and arrow. 

■ ->. Wigwam. 

Mrsir 

I. Siuii soalo with loo. a. o, o. 

'.*. Sing soalo with 1, \\ ;>, I, oto. 



PAINTIN(}, MOI)KLIN(i, MUSIC 63 

:). Sing scale with do, ro, nio, etc. 

4. Interval work. 

5. Keadin«2: cliart exercises. 
0. Singing easy exercises. 
October Song.^ : — 

1. Come, Ijittle Leaves. 

*^. Goodbye, Daisy, Pink, and Rose. 

:). The Hrown Hirds. 

4. The Milkweed Babies. 

5. The Tjittle Leaves on the Maple Tree. 
(>. Where do all the Daisies go? 

7. We Plow the Kield^ and Scatter. 

8. We too are growing. 
]Hctur(\^ : — 

Ruth the Gleaner. 
The Angelns. 
The Harvest. 
Indian pictures. 



NOVEMBER 



I. Nature Study 

Everyone who pauses at this season to hear the year's 
curfew, must notice the sadness of the sounds, Decay, 
Death, Farewell, that are heard on every side. We 
hear them from the passing bird, in the rustle of fall- 
ing leaves, in the whistling of a mournful wind which 
bears birds and leaves away. 

There are however diiferent notes to be heard by the 
careful listener, which tell of the continuance of life 
in spite of death, of preparation for the future in the 
midst of the withering of the present. This is not a 
time of barrenness, but a time when fruits ripen and 
seeds are scattered. It is not an end but a new begin- 
ning. The autumn fruits are characteristic. They 
crown the plant's work for the year and form the 
cradles of next year's seedlings. They protect the 
life within the seeds and secure their dispersal. 

Another note of autumnal restlessness is heard in 
the migratory birds as they congregate with great 
clamor before starting, or as they pass overhead by 
night. The insects feel it and slip away singly or in 

■ (64) 



HEAT 65 

pairs, some without saying good-bye while others linger 
to say they are going. The cause for all the changes 
should be the first subject studied. 
Heat 

1. General talk on the necessity for fires now. 

Speak of the hot August days and nights. 
Let children tell how their own houses are 
heated. 

2. The sun — the source of heat. Heat stored up 

in wood, coal. 

3. Artificial heat necessary. 

4. Fires. 

a. How made. 

b. Best material for kindling. 

c. Necessities to fire. 
Air : — 

Experiment. Put a glass jar over a flame. 
Draft: — 

5. Fuel — wood. 

a. Which kind ignites first ? 

b. Which burns longest ? 

c. W^hich makes the hottest fire? 

d. Why used by primitive man? 

6. Fuel — coal. 

a. Does it ignite readily ? 

b. Compare flame of coal with wood flame. 

c. Which fire burns longer ? 

d. Which is the hotter ? 

e. Show specimens of different kinds of coal. 



66 N^OVEMBER NATURE STUDY 

/. Talk of different ways of mining coal. 
g. Why coal is a better fuel than wood. 

7. Fuel — coke. 

a. Use a clay pipe filled with coal and covered 

over with clay to make coke. 

b. Coke ovens. 

c. Heat of coke. 

d. Use of coke. 

8. Fuel — gas. 

a. How it ignites. 

b. Heat. 

c. Advantages over wood, coal, and coke. 

9. Other ways of producing heat. 

a. Friction. 

b. Percussion. 

c. Visit the blacksmith shop. 

Preparation for Winter 
I. Man's. 

1. Clothing — thickness, color, material. 

2. House — fires, coal, wood. 

3. Food. 

a. Fruit — dried, canned. 

b. Grains harvested. 

1. Corn — The stalk, roots, matured corn, ear, 

husks. Use — roasting ears, dried, meal, 
hominy, corn-starch. 

2. Potatoes. 

3. Apples. 



PREPARATION^ FOR WINTER 67 

4. Pumpkins. 

5. Beans. 
11. Birds. 

1. Reason of migration. 

a. Climate. 

b. Food. 

%. Preparation to go. 

a. Flocks. 

b. Pairs. 

c. Singly. 

d. Xoises during the preparation. 

3. Extent of migration. 

a. Insect-eaters. 

b. Seed-eaters. 

4. Time of migration. 

a. Blue bird, November. 

b. Robin, Kovember. 

c. Oriole, September. 

5. Day migrators. 

a. Birds with strong wings. 
6. Brave birds. 

6. Night migrators. 

a. Small birds. 

b. Shy thicket birds. 

7. Course of migration, 

a. Coast lines. 

b. Valleys. 



68 NOVEMBER NATURE STUDY 

c. Rivers. 

d. Mountains. 

8. Difficulties on the journey. 

a. Fog. 

b. Clouds. 

9. Peculiarities of birds in flight. 

a. Form of flocks; the leader; noises. 

b. Taking food and water. 

c. Rest. 

10. Distance from the ground during flight. 

11. Advantages of good sight and hearing. 

12. Picture the warm country. 

13. Habits in the new home. 

14. Change in appearance. 

The Seal 

1. Where seals are found. 

The climate — summer and winter. 
Appearance of the country. 

2. The Eskimo — appearance, dress. 
Winter home. 

Summer home. 

3. The mode of hunting seals in winter. 
How found. 

"Blowhole" of the seal. 

How and why they come to these holes. 

4. General characteristics. 
a. Flippers — fore, hind. 



THE SEAL 69 

6. Tail. 

c. Teeth. 

d. Xose. 

e. Covering. 
o. Baby seal. 

Where born. 

Care of the young — kindness. 

Covering. 

Noises. 

6. Habits of the seal. 

In summer, in winter, on land, in water. 

7. Food. 

Kinds — time for taking food. 

8. Covering. 
Fur and hair. 

Use to the Eskimo. 

9. Preparation of skin for use. 
a. Selection of the seal. 

h. Killing. 

c. Work in the salt house. 

d. Flesh side scraped. 

e. Washed to remove grease. 
/. Dried and combed. 

g. Cut evenly. 

h. Softened and dyed. 

i. Shipped to coat factory. 

j. Cost of a coat, and why. 



70 november nature study 

Storing Food for Winter 

The Squirrel 

C warm, 

1. Home of the squirrel < cold, 

(temperate regions. 

C gray, 

2. Varieties -] ground — chipmunk, 

3. Size. 

4. Eyes — sense of sight. 
Ears — sense of hearing. 
Xose — sense of smell. 
Teeth — gnawing. 

5. Body. 
Shape. 

6. Feet. 

Fore paws, four toes, claws. 
Hind paws, five toes. 

7. Tail. 

Long, bushy. 

8. Covering. 
Fur. 
Color. 

Use of skin and fur. 

9. Food. 

Nuts, seeds, eggs. 
Fruits, birds, grains. 
Shoots of trees. 
Manner of eating. 



THE SQUIRKEL 71 

Storing for winter. 

10. Movements. 
Ill running. 
In climbing. 
In leaping. 
In flying. 

11. Homes. 
In trees. 
In ground. 

Manner of building and caring for homes. 

12. The young. 
Appearance. 

Care of the young. 

Animal Preparation for Winter 

I. Hibernation. 

1. Reason for it. 

2. Food supply short. 

3. Xo locomotion. 

4. Extra fat supply. 

5. Special study of 

a. Turtle. 

b. Frog. 

c. Snake. 

d. Bear. 

e. Snail. 

II. Change of covering. 

1. Horse — Hair, use of hair, changing of coat in 
fall. 



72 NOVEMBER LITERATURE 

2. Turkey — feathers, arrangement, down, protec- 

tion from cold. 

3. Beaver or cat — fur, use of fur, protection 

against cold. 

4. Hedgehog — quills, use of covering. 

II. Literature 

In the work for this month there will be some mythi- 
cal stories, of the sun, moon and stars, and some stories 
of fire. 

The stories must be used as a means for developing 
reasoning ability, imagination, etc. To secure this 
end the work must be presented in a way that will 
the most easily lead to it. The stories must be pic- 
tured in colored crayon on the board. Word pictures, 
the most vivid, must grow from the descriptions. Go 
slowly, remembering the aim is to make the work a 
means for growth. 

Suggestive Stories : — 
Stars. 

1. Peep Star, Star Peep. — Wiltse. 

2. The Legend of the Great Dipper. — Wiltse. 

3. Callisto and Areas. — Buljinch^ s Mythology. 

4. Orion. — BulfincK s Mythology. 
Moon. 

1. Diana and Endymion. — Buljinch^ s Mythology, 

2. Lady Moon. — Whittier^s Child Life. 



SUGGESTIVE STORIES 73 

3un. 

1. Apollo. 
■i. Aurora. 

3. Baldur. 

4. Phsethon. See Bulfinch's Mythology. 

a. Talk of Jupiter and the gods of Olympus. 

b. Epaphus. 

c. Phoebus — father of Phsethon. 

d. Phsethon's boast to Epaphus. 

e. Palace of the Sun — beautiful description. 
/. Visit to his father and his request. 

g. Phoebus's answer. 
L The result. 

i. Description of the Sun Chariot. 
j. Father Phoebus's advice. 
k\ Description of the ride. 
l. Results on the world. 
771. Result on Phiethon. 
Fire. 

1. The Secret of fire. 

2. Prometheus. 

3. The tinder box. 
Migration. 

1. Coming and going. — Wilise. 

2. The Storks. — Andersen. 

3. The Crane Express. — Child'' s World. 

III. History 
The month of November carries with it a purely 
American holiday, Thanksgiving, and it will be con- 



74 Js'OVEMBER HISTORY 

sidered on its various sides, as a harvest feast, a day for 
giving thanks, a day for family reunions, and a day of 
most interesting historical origin. 

The season of harvest or plenty has been at some 
length dwelt on in the work on wheat and the prepara- 
tion man makes for winter in gathering his crops of 
corn, pumpkins, potatoes, and apples, and of the canned 
fruit in the cellar. 

The old custom of the family thanksgiving dinner 
is quite familiar. The new part of the work to the 
children will be the story of the Pilgrim Fathers. 

They will be able to help picture the country as the 
Pilgrims land, on account of the Indian work they 
have had. This is a great step in advancement in 
their study of man, as they compare the Indians and 
Pilgrims in clothing, home, furniture, utensils, food, 
etc. 

The children must be made to feel the hardships of 
hunger, homesickness, and cold as did the people, and 
work with them to have things more comfortable. 
Many pictures, drawings, material, and vivid word pic- 
tures must be used to reach this end. Children will 
suggest no aid unless they feel the need of it, for it is 
necessity that is the mother of invention. 

It would be well to picture on the sand-board the 
country with its dense forests and few wigwams, and 
let the children work with the Pilgrims to cut down 



THANKSGIYING 75 

trees, build houses, and explore the country. Let them 
build a house 2 feet by IJ. Let them suggest and 
procure the small logs, the roof (probably thatched), 
and the mortar for stopping up the holes. 

Some characters for special study will be taken 
up: Miles Standish, Gov. Bradford, Priscilla, John 
Alden, Peregrin White, Betty Alden, Lora Standish, 
Euth Endicott, and Massasoit. 

We must not think the Pilgrims were a sad, gl'oomy 
people; although they had hardships they were a brave, 
happy set. From " Customs and Fashions in Old New 
England", we find that their Thanksgiving week was 
a season of recreation and feasting. Edward Winslow 
wrote to a friend: " Our harvest being gotten in, our 
governor sent four men out fowling that we might after 
a special manner rejoice together after we had gathered 
the fruits of our labors. They four killed as much 
fowl as, with a little help beside, served the company 
about a week. At which times among other recrea- 
tions we exercised our arms, many of the Indians com- 
ing amongst us, and among the rest their greatest 
king, Massasoit, with some ninety men, whom for 
three days we entertained and feasted, and they went 
out and killed deer which they brought and bestowed 
on our governor and upon the captain and others." 

As Gov. Bradford specified " beside waterfowle ther 
was great store of wild turkies," we feel sure that 
our forefathers and foremothers feasted on turkey on 



76 NOVEMBER HISTORY 

that occasion. They probably fared better than the 
people in England, for turkey was scarce in England. 
There were only fifty-five English to eat this din- 
ner, yet there were plenty of guests by the time the 
ninety red men were around the board. But they did 
not come empty-handed, for the best from the forest 
were their gifts. The picture of that Thanksgiving 
day — the block house with its few cannon; the Pil- 
grim men in buff breeches, red waistcoats, and green 
or sad-colored mandillions; the great company of In- 
dians, gay in holiday paint and feathers and furs; the 
four overworked homesick women in worn and simple 
gowns with plaid coifs and kerchiefs; and the pathetic 
handful of little children form a keen contrast to the 
prosperous, cheerful Thanksgiving of a century later. 
Outline of Work 

1. The Pilgrims in England. 

2. In Holland. 

3. Preparation for new home. Departure. 

4. The voyage — the ships, life on board, the storms, 

the babies. 

5. Exploring expeditions. 

6. Plymouth Rock, season, landscape. 

7. Making homes — kind of houses needed, material 

for building, material for fuel. 

8. Build a house to a definite scale. Select the wood, 

mix plaster to fill the cracks, make the roof. 

9. Some colonial people. 





Specimen Card vhom Sanfokds VVokd Method in Number 



QUICK WORK IX NUMBER 79 

Miles Standish, William Bradford, Priscilla, Betty 
Alden, Lora Standish, Ruth Endicott. 

10. Mode of travel. Compare with the Indians. 
What the Indians thought of the ship. 

11. Animals. 

12. The first winter. 

a. Shelter — fire-place, furniture. 

b. Food — hunting. 

c. Clothing — spinning. 

d. Result of the winter — sickness. 

13. Friends — Samoset, Massasoit. 

14. Harvests. 

15. Thanksgiving — food and its preparation, vis- 
itors, the dinner. 

IV. XUMBER 

The quick work must be kept up every day by 
rapid sight work; it must be varied in its presenta- 
tion by some device on the blackboard, or by cards 
with numbers on them, like that here shown. Test the 
work often — by this question — Are the children able to 
work more rapidly; are they able to do more difficult 
problems with speed ? 

A few suggestive problems are given along the lines 
of work for the month. Each subject must be given 
the time it needs for its development. 

Xature Study Problems — Sunshine Chart 

1. How many days in October were clear ? 

2. What part of the cloudy days were rainy ? 



80 NOVEMBER NUMBER WORK 

3. How many more frosts did we have than dews ? 

4. What was the prevailing wind during the month ? 

5. How many more rainy days had October than 
September ? 

6. How many different animals store food for winter? 

7. Which is the greater, the number of animals that 
migrate or the number that stay at home during the 
winter ? 

8. How many more of the list of animals hibernate 
without food than feed abroad during winter ? 

9. Xame 16 animals that we see in summer. 

10. What part of these hibernate ? 

11. How many plants can you find that bear leaves 
the whole year ? 

12. What part of the trees north of the long walk 
on our campus bear leaves all the year ? 

13. How many plants can you name that live but 
lose their leaves ? 

14. What part of the list die down to the roots in 
winter ? 

15. What part die entirely at the approach of winter? 
Area 

I. To change the sides of a box into a rectangle, 
the width of which will be the depth of the 
box, the length of which will be the sum of 
the four sides. 

1. Make a rectangle 4 inches long, 1 inch wide. 

2. Fold the short edges together. 



AREA 81 

3. Fold again so as to show one square inch. 
Crease well and open. 

4. Place it on the desk so as to show the four 
sides of a box. 

5. Make a rectangle 6 inches long and one inch 
wide. 

6. Make a rectangle 8 inches long and 2 inches 
wide. 

7. Give clear and accurate directions for fold- 
ing the paper so as to make the sides each 
two inches. 

8. How long is the box? how wide? how high? 

9. The sides and ends of the box make a rect- 
angle how long and how wide ? 

10. How many square inches are in one side ? 

II. Given the length, v/idth, and depth of a box 

to find the rectangle it can be turned into. 

1. A box is 2 inches long, 2 inches wide and 1 
inch deep; what size rectangle will its sides 
and ends make ? 

2. A box is 3 inches long, 2 inches wide, and 1 
inch high; how many square inches are on 
the bottom ? 

III. Given the four equal sides of a box, to find 
the square inches on the sides and ends; or, 
given the size of a side and end, to find the 
square inches on the surface. 



82 NOVEMBER NUMBER WORK 

1. Fig. — is one of the four equal sides of a box. 

2. How many square inches are on the sides 
and ends of the box? 

3. How many square inches are on the top of 
the box ? 

4. The square inches on one end are what part 
of the square inches of the ends and sides ? 

Angles and Triangles 

1. Right angle — apply to familiar things in the room. 

2. Acute angle — find examples. 

3. Obtuse angle — draw, cut, and find examples. 

4. Make a right triangle ; name the angles. 

5. Isosceles triangle. 

6. Equilateral triangle. 

7. Work out a color lesson or design in triangles. 
Lines — the rod. 

As a whole. 

1. Have a pole or string in the room. 

2. Test — stand one rod from the door. 

3. Notice the height on the wall of the vertical 

rod. 
Use ruler to find 16^ feet = 1 rod. 
Use yard-stick to find 6^ yards = 1 rod. 
Children measure off a string for their own use 

in measuring. 

Out-Door Work 

1. Stand one rod apart. 

2. Find a tree one rod high ; two rods. 



SCALE WORK 83 

3. Estimate many things and then measure. Fix 
well the distance one rod; two rods. 

4. Step off one rod. 

5. How many rods long is the board walk ? the tennis 
court ? the fence ? 

6. Mark off the foundation for a house; find how 
many rods it is around it. 

Scale Work 
Tell the children about a certain field that you want 
them to draw. 

For every rod have them draw a half inch on their 
paper. Make it an irregular field, and have gates of 
a definite size. 

In this work have many problems in which the child 
will need to change the rod quickly to feet or yards. 
Weight. 
Talk of the use of scales or balances. 
Let children plan some way of telling which of 

two things is the heavier. 
An upright stick with a horizontal piece fastened 
with a pivot on the top will make a fair balance. 
Use the scales with all the weights in the class. 

1. One pound — test the weight in the hand. 

2. One-half pound or 8 ounces. 

3. One-fourth pound or 4 ounces. 

4. One-eight pound or 2 ounces. 

5. Two pounds. 



84 NOVEMBER LANGUAGE WORK 

6. The 8-ounce weight and a 2-oiince weight to- 
gether equal what part of the pound weight ? 

7. If cinnamon costs 10 cents an ounce, what 
will half a pound cost ? 

Outline of November Lessons for November 
The numhers 15 and 16. 

1. All combinations and separations. 

2. Quick work on numbers studied. 

3. Science problems. 

4. Area. 

a. Change sides and ends of a box into a 
rectangle. 

b. Given the length, width, and depth of a 
box, to be turned into a rectangle. 

c. Given four equal sides of a box, to find the 
square inches on the sides and ends. 

5. Make a book for printed stories. 

6. Work on angles and triangles. 

7. Work on lines, rod. 

8. Work on weight. 

V. Language 
Oral. — There will be a time in the day for one 
group of children to tell stories to the other people in 
the room. These may be stories that they have heard 
in school or at home. They must be told so plainly 
that all can hear and understand them. Correct 
speech must be closely watched, and the errors of in- 



RECORD OF THE DAY'S WORK 85 

dividual pupils must be noted and corrected. See 
that they tell the story so as to bring emphasis upon 
the point. 

The observations made on the animals will be told 
by the children. They will talk about the coverings 
of the different animals, and decide which is the best 
for a cold country or for water, etc. 

Written^. — The main points of any lesson will be 
summed up and written by the child as a record of the 
work done on that day. These will be general truths 
reached by the development of the lesson, to which a 
child can turn at any time and tell the substance of 
the work. Other written work will be done as: — 

1. The covering of animals in the far north. 

2. The Eskimo. 

3. The home of the seal. 

4. Story of a pumpkin seed. 

o. The easiest way lo heat a house. 

6. Stories of the Pilgrims. 

7. Betty Alden and Lora Standish. 

8. The story of a seal skin coat. 

Suggestive Outline 
The easiest way to heat a house. 

i. It is getting cold and we must have fires in our 
houses. 

2. We have grates and stoves in our houses. 

3. Some people burn coal and some burn gas. 



86 NOVEMBER LANGUAGE WORK 

4. Furnaces are good to keep a house warm. 

0. Our schoolroom is heated by hot water in 

radiators. 
0. Some people near large forests burn wood to 

make their fire. 

7. Corn cobs will make a good fire for the farmer 
who has shelled his corn. Sometimes the 
price of corn has been so low that they have 
burned the corn for fuel. 

8. The Indians did not know of so many things 
to make a fire. 

9. They used wood. 

10. The Eskimos do not even have wood to burn. 

11. They make oil from the fat of animals and 
burn that. 

12. The Pilgrims burned wood. 

13. They made wood fires to keep the wild ani- 
mals away. 

14. Gas is the best and easiest way to heat a house. 



The written work done by the children will be read 
from the papers or blackboard ; then printed and given 
to them to be used in reading lessons. 

Other reading lessons. 

1. Yearly Travelers. — All the Year Round. 

2. Winter Quarters. — All the Year Round. 

3. The Squirrels. — All the Year Round. 

4. How the Chipmunk Got the Stripes on his 

Back. — All the Year Roimd. 



WKITING, DKAWING 87 

5. Asleep on the Trees. — Nature Stories. 

6. A cocoon. — Nature Stories. 

7. Asleep in the Ground. — Nature Stories. 

VI. Arts 
Writing 

Along with the plain bold legible script, must come 
speed. The child's thought must not be crippled by 
the slow, painful drawing of letters so often seen in 
schools. 

Special daily drills must be given to help children 
overcome difficult forms. Give frequent drills in writ- 
ing words that have been developed. Give exercises 
in writing sentences about what they can see in the 
room or from their window. 

The writing in language work must show the very 
best work of the pupil, as to sentence structure, capi- 
tals, and form of letters. 

Drawing 

1. Pumpkin, jack-o-lantern. 

2. Cross section of the pumpkin. 

3. Nuts. 

4. The seal — its home, its flippers. 

5. Eskimo house — sledge, harpoon, dogs. 

6. The country as the Pilgrims found it. 

7. The Mayflower. 

8. The cradle, chest, gun, powder horn, and sword. 

9. The Pilgrim home, and the Indians. 



88 november art work 

Painting 

1. November landscape — in its reds, yellows, and 
faded brown. 

2. Trees for special study — Give direciion and help 
for mixing the color for the pme or maple when 
necessary. 

3. The pumpkin and vine. 

4. Apples and corn. 

5. Animals in feathers— turkey, woodpecker. 

6. Animals covered with hair. 

7. Animals covered with fur — seal. 

Modeling 

1. Make the nuts in clay; also apples, pumpkins, 
potatoes. 

2. The seal. 

3. The Pilgrim mill. 

4. Picture on sand-board the Plymouth colony, 
huts, wigwams at a distance. 

Making 

1. The Pilgrim house, roof, door, hinges. 

2. Mayflower — (Use a large cucumber cut length- 
wise, and hollowed out, with paper sails put on the top.) 

3. Cradle — made from stitf cardboard. Make two 
boxes 4x2x2. Paste one inside the other, one to 
form the bed, the other the top of the cradle. Cut 
out rockers and fasten on. 



painting, modeling, music 89 

Music 

The teacher aims to develop the best elements in the 
child nature. A little one whose environment has not 
been such as would tend to the higher development of 
his character can often be rescued and turned toward 
higher and purer thoughts through this branch of 
human culture. It is the expression of a beautiful 
thought in still another way. As the child sings he 
should feel and .act out the sentiment. 

Theory : — 

1. Scale work. 

2. Interval work. 

3. Key of G. 

4. Read exercises. 

5. Sing exercises. 

6. Work on notes and time. 
Songs : — 

1. Over the River and Thro' the Woods. 

2. Harvest Song. — Eleanor Smith. 

3. Little Jack Frost. — Walker and Jenks. 

4. The Mill by the Rivulet. — Walker and Jenks. 
5.' Make us Truly Thankful. 

Pictures : — 

1. The Pilgrim exiles. 

2. The first Thanksgiving dinner. 

3. The landing of the Pilgrims. 

4. Indian pictures. 



DECEMBER 



I. Nature Study 

In December the work on animal coverings will be 
taken up and viewed from a different standpoint — the 
industrial side. The experience of the children will 
tell of a change upon themselves in their clothing, 
wraps, bed-clothes, etc. Xotice the difference between 
the summer and the winter dress. Whom must we 
thank for our warm stockings and dresses? This will 
lead to a study of wool-bearing animals, of which the 
sheep will be the type. It is also appropriate to study 
the sheep, from the fact that it enters into the Christ- 
mas work so closely. 

Slieep 

I. The sheep. — Have a good picture. 

1. Size. 

2. Head. 

Horns — use, compare with cows' horns. 
Teeth, cud. 

3. Legs. 
Cloven feet. 
Compare with hoofs. 
Compare with nails. 

4. Neck. 

5. Food in summer; in winter. 

(90) 



THE SHEEP 01 

6. Adaptation of neck to food. 

7. Adaptation of teeth to food. 

8. Comparison with the cow. 

II. History of the sheep. 

1. First domesticated animal. 

2. Habits — domestic, wild. 
a. Live in tlocks. 

• b. Means of defence. 

3. The shepherd or shepherdess. 
a. The dress. 

h. The necessity for shepherds. 

c. The crook. 

d. The sheepfold. 

e. The care of the sheep and the lambs, that 

they have food and water, are protected, 
and do not wander away. 

III. Covering of the sheep. 

1. Wool — very fine hair. 

2. The oil in the wool — its use: experiment with 

water. 

3. Use of wool to the sheep. 
Protection. 

4. Use to man. 
Clothing. 

IV. Use of the sheep to man. 

1. Wool — clothing. 

2. Skin — book-binding, leather. 

3. Flesh— food. 

4. Fat— tallow. 



92 DECEMBER NATURE STUDY 

V. Preparation of wool for use. 

In order that this be fully understood a woolen mill 
should be visited, where the wool can be seen in its 
various stages from the raw wool to the cloth in the 
loom. The children will have wool, and in a crude 
way go through the various steps in its preparation. 

1. Washing sheep. 

a. Why done. 

b. How done. 

2. Shearing sheep. 

a. How it is done to-day. 

b. The fleece. 

c. Wool press. 

d. Shearing in " Ramona ". 

3. Treatment of wool in the factory. 

a. Sorted by hand. 

b. Dipped into hot water. 

c. Dried on racks. ' 

d. Dipped in hot alkaline water. 

e. Dried. 

/. Cribbling machine. 
g. Oil mixed with it. 
h. Rovings. 
i. Yarn. 

4. Coloring. 

Heat the water and dissolve the coloring matter in 
it. Xotice the effect of one dip; of two or three dips. 

5. Weaving. 



THE SHEEP 93 

Examine the loom, the shuttle, the warp, the woof. 

A simple loom has been made for the room, in 
which the children can weave crude cloth and thus 
better understand the principle. 

Compare with the cloth in their own dresses. 

Why is some cloth fine and some coarse ? 

Account for the different colors in your dress. 

The different things made from wool. 

Make a chart showing the picture of the sheep, the 
wool, carded wool, rovings, yarn, cloth, etc. 

Fire test for wool. 

6. History of weaving. 

Weaving is perhaps the most ancient manufacturing 
art, its invention being lost in antiquity. Says Keary : 
" The art of platting, which carries in it the germ of 
the art of weaving, is of immemorial, undiscoverable 
antiquity.'' 

There can hardly have been a time when men did 
not weave together twigs or reeds to form a rude tent 
covering — a primitive house. And one proof of the 
immense antiquity of this practice is given by the many 
different names for twigs, reeds, etc., in different lan- 
guages, which are derived from words signifying to 
twist or to weave. 

There are three primal race occupations mentioned 
by many authorities: the planting for food, building 
for shelter, and weaving for clothing. 

In the collection of many prehistoric races there has 



94 DECEMBER JSTATURE STUDY 

been found fine woven cloth, sometimes worked with 
an artistic design. It is said that for 4,000 years there 
has been a practice of using hair and wool to weave 
into cloth by the use of the distaff and spindle, and 
that the weaver's loom can date back to Xoah. 

We read of the weavers of ages ago in the far East 
who built their houses near the mango trees, under 
which at sunsrise they set their looms and diligently 
worked all day. The weaver of Lapland presents a 
different picture, for there we see the maidens in their 
ice huts sitting by their looms of reindeer bones, weav- 
ing the things necessary to them. 

In the Old Testament references are frequent to this 
art. In the story of Sampson the cultivation of flax 
and weaving and spinning seems to be a great industry. 
It is not known how the art of weaving was originated, 
but it may be that from the observation of the birds 
primitive man saw how substances could be interlaced 
so as to form a continuous web. The simplest form 
of weaving is that employed in making the mats of the 
uncivilized races. The Indians were quite expert, in 
making baskets, the reeds being so closely woven that 
water could be carried in them. 

Animal Movements 

In the previous observations the children have found 
that some animals have hidden in the ground, some 
migrated, and others stored food. 

We wonder how they do this. How do they happen 



ANIMAL MOVEMENTS 95 

to be able to do it? That they find a scarcity of food, 
is the first thing we see. What organs do they use in 
getting their food ? What organs do they use] in^^get- 
ting away? To answer these questions the animal 
movements will be studied. The observations of the 
children's own movements and the domestic or home- 
fed animals must be the foundation for the work. 

I. Man. 

1. In taking food what organs are used — arms, 

hands, lips, teeth. 

2. In walking what organs are used ? 

3. Uses of the limbs — support, locomotion. 

4. Uses of the arms. 

II. Quadrupeds. 

1. The use of the fore limbs. 

2. Compare with man's use of arms. 

3. Organs used by the horse in taking foo'd. 

4. Parts that do the work of the human hand. 

5. Organs of locomotion. 

6. Compare with man's. 

III. Fish. 

1. Organs used in food taking. 

2. What does the work of the hands ? 

3. Organs used in locomotion — fins. Compare 

with human arms. 

4. Tail — use. 

IV. Birds. 

1. Organs used in food-getting. 



96 DECEMBER LITERATURE 

2. Compare with organs of the other animals. 

3. Organs used in locomotion. 

4. Adaptation of wings to mode of travel. 

5. Compare with fins of a fish. 

6. Legs — use. 

Lead the children to decide what they think is the 
gain and what the loss in each case. 
II. Literature 

The great festival season in now at hand, and we are 
confronted with the question of what is to be done 
that will be both pleasant and profitable to the chil- 
dren. This is pre-eminently the children's holiday 
season, and they have a right to the fullest enjoyment 
of it, which means that the teacher must give it much 
careful thought. 

The storv of the Christ Child told in all of its sim- 

* 

plicity and beauty can not but touch and satisfy the 
heart of little children. Develop the story, part at 
one time, not as a far away legend but as a vivid real- 
ity. Let the children first know him as a little child 
like themselves. Give them the true story, putting 
all the love possible into it. Talk to them about the 
custom of travel in that day; why the donkey was 
used and the mountainous country. Tell of the habit 
of going to Bethlehem and let them start from the 
humble Nazareth home and travel with Joseph and 
Mary to Bethelehem. Tell of the wise men, their 



CHRISTMAS 9? 

beautiful white camels, and their splendid trappings, 
and of the shepherds in their skin coats, lying under 
the starry sky with their flocks. They will almost see 
the light, hear the music, and see the star, and will 
unite in the chant, '* Peace on Earth, Good Will to 
Man." 

We have children in our school from foreign coun- 
tries, so it is enjoyable to them to tell and hear again 
the story of their own Christmas. Start with our 
children's own Christmas, and find if they think all 
children have the same. Pictures of landscapes, of 
people, stories of the customs, of parents' preparation, 
of children's preparation, of Santa Claus, etc. 

Find which country the children would rather be in 
at Christmas time, and why. 

Outline Christmas work. 

I. Expectation of the coming Christ. 

1. Joseph the carpenter. 

2. Mary. 

II. Journey to Bethlehem. 

1. Home in Nazareth. 

2. Why the journey was made. 

3. Mode of travel — donkey, why used. 

III. Arrival at Bethlehem. 

1. The inn. 

2. The crowd of people. 

3. The birth of Christ. 



98 DECEMBER LITERATURE 

IV. The shepherd scene. 

1. The fold. 

2. The care of the sheep. 

3. The light, the chant, and the star. 

V. The wise men. 

1. Why they journeyed. 

2. Describe the Greek. 

3. Describe the Hindo. 

4. Describe the Egyptian. 

5. Mode of travel. 

a. Camel — size, general characteristics. Why 
it is used; endurance. 
Christmas stories : — 

1. St. Nicholas and His Gifts. — Mrs. Jameson^ s 

Legendary Art. 

2. Tiny Tim, Christmas Stories. — Dickens. 

3. The Fir Tree. — Hans Andersen. 

4. The Last Dream of the Oak. — Andersen. 

5. St. Christopher.— M/^-se. 

6. Stories of the Madonna pictures. 

7. Story of the First Christmas Tree. — Grimm. 
Christmas Poems : — 

1. Mrs. Yeardley's Guest. 

2. Christmas Song. — Eugene Field. 

3. While Shepherds Watched their Flocks. 
Christmas in other lands : — 

I. Christmas in America. 

1. The Christmas Tree. 

2. The Christmas presents. 



CHRISTMAS 99 

3. The Christmas dinner. 

4. Visit of Santa Claus, the sleigh, reindeer. 

II. Christmas in Germany. 

1. National festivities. 

2. The use of cedar boughs and trees. 

3. The parents' preparation. 

4. Children's preparation. 

5. How the day is observed. 

III. Christmas in Holland. 

1. Description of the country and people. 

2. Sports of the children. 

3. St. Nicholas — the white horse. 

4. Parents' preparation. 

5. Children's preparation. 

6. How the day is observed. 

IV. Christmas in Xorway. 

1. Show pictures of the country and the people. 

2. Children on snow shoes select the pine tree. 

3. Preparation of the parents. 

4. Observance of the day — Christmas tree, 

feasting. 

5. Gift to all the animals. 

6. Yule — peace. 

V. Christmas in France. 

1. Children's preparation. 

2. Gifts to birds. 

3. Observance of the day — feasting. 



100 DECEMBER NUMBER WORK 

4. Story of Piccola. 
In each case have children tell which country they 
would rather be in at Christmas time. 

III. XUMBER 

Teach all the combinations and separations of the 
numbers 17 and 18. Continue the quick work and 
the science problems. Practical problems should be 
given some of the time. 

Area. 

I. Change a triangle into a rectangle. Cut out a 
triangle with a base 4 inches long and altitude 4 inches. 
Point to the vertex of the upper angle; the vertex of 
the right angle. Fold the vertex of the upper angle 
on the vertex of the right angle. Crease and open. 
Mark the upper part A and the lower part B. Tear 
off A and place its oblique side next to the oblique 
side of B, so that A will be upside down. 

^OTE. — Make this triangle out of heavy cardboard 
and use little splints to join the cards to form the 
triangle or rectangle. 

1. How long is the base of the triangle ? 

2. What is the altitude of the triangle ? Turn it 
into a rectangle. 

3. How wide is the rectangle ? 

4. How long is the rectangle ? 

Work for this truth. The rectangle has the same 
base as the triangle and an altitude equal to J the 
altitude of the triangle. 



AREA, VOLUME 101 

II. Change a rectangle into a triangle. Cut out a 
rectangle 4 inches long and 2 inches wide. 

It has — rows, — square inches in a row, and — 
square inches in the area. 

One inch from the upper right corner on the four- 
inch line, make a dot. One inch from the upper left 
corner make a dot. Make a dot in the middle of the 
lower line. Draw lines connecting these dots, and 
mark the parts A, B, C. Cut on the lines drawn and 
turn A and C so that their vertical sides will be to- 
gether. Place B over A and C so that B will be up- 
side down. 

Give many exercises of this kind until the work be- 
comes easy. 

III. Volume. — 1. Give directions for pupils to make 
a cubic inch box. 

Draw a rectangle 4 inches long and 3 inches wide. 
Mark the figure off into square inches. Call the row 
nearest to the back edge of your paper the upper row, 
and the last the lower row. Find the upper left inch 
square. One-fourth inch above and to the left of the 
lower right corner place a dot. One-fourth inch below 
and to the left of the upper right corner place a dot. 
Connect these two dots with a line, and this line with 
the upper and lower right corners of the square. 

Consider the third square in the same manner, only 
performing the operation on the right edge instead of 
the left edge of the second square. Consider the 



102 DECEMBEK XUMBER WORK 

lower ]eft and third squares in the same manner. 
One-fourth inch above and to the right of the upper 
left corner of the second square in the upper row, 
place a dot. One-fourth inch above and to the left of 
the upper right corner of the same square, place a dot. 

Connect these two dots with a line, and this line 
with the upper left and right corners of the second 
square in the upper row. Consider the second square 
in the lower row in the same manner, only performing 
it below the lower edge, instead of above the upper 
edge. One-fourth inch below and to the right of the 
upper right corner of the fourth square in the middle 
row, place a dot. One-fourth inch above and to the 
right of the lower right corner of the same square, 
place another dot. Connect these two dots with a 
line, and this line with the upper and lower right cor- 
ners of the same square. Cut out the figure. Fold 
the little trapezoids over on the square to which they 
are attached. Do not consider the fourth square in 
the middle row. Fold the four outside squares so that 
the side edges just touch each other. Now fold the 
last square over. Paste the little trapezoid to the 
opposite sides of the squares. 

2. Develop layers. 

Hold up a cubic inch. 

Compare it with a square inch disc, to see that it 
has thickness. 

Place two one-inch cubes in a row. 



CHEISTMAS WORK 103 

Place another row of two one-inch cubes behind the 
one row. 

How many rows are there ? 

How many inch cubes are in one row ? 

How many inch cubes are in two rows ? 

Lead the children to see that when finding the vol- 
ume of anything they will see it in a certain number 
of layers, and a given number of rows in each layer, 
and a given number of units in a row. 

Show 1 layer of 2 rows and 2 cubic inches in a row. 

Place four more cubes on top of this. How many 
layers are there ? 

Work on the 2-inch cube until the layers and rows 
are perfectly clear. 

Other problems on the 2-inch cube. 

1. One layer is what part of the cube ? 

2. One row is what part of the layer ? What part 
of the cube ? 

3. One-inch cube is what part of a row ? 

4. One-inch cube is what part of a layer ? 

5. Show Y of the 2-inch cube. 

6. Show J of ^ of the cube. 

Christmas Work — Sofa 

Draw and cut out an 8-inch square. 

Fold two opposite edges together. Crease. 

Open and foM the same edges to the middle crease. 
Xow there will be 4 rectangles 8 inches long and 2 
inches wide. 



104 DECEMBER NUMBER WORK 

Open and fold the other two edges together, making 
eight rectangles 4 x 2. 

Open and fold the same edges to the middle crease 
and make 16 squares 2x2. 

Cut off one row of squares, leaving the oblong 6x8. 

Make 2 cuts, each 2 inches long, 2 inches from the 
long edge on opposite sides of the oblong. 

Lap the corner squares over the detached squares 
and paste. 

It will make a box 4 inches long, 2 inches wide. 

Use the strip 2 x 8 as a back for the sofa. 
Outline of Number Lessons 

The numbers 17 and 18. 
1. Quick work. 

, 2. Combinations and separations. 

3. Science problems. 

4. Area — triangles. 

5. Volume. 

6. Christmas gift. 

7. Christmas card. 
Christmas Card. 

From a piece of drawing paper, cut two rectangles 
3x5 inches. Ornament the edges with either scollops 
or a pretty edge of water colors. Fasten the two 
papers together with a pretty ribbon. Decorate the 
outside with a madonna picture or some pretty design. 
On the second page have some pretty Christmas verse. 
Some beautiful cards have been worked out in this way 
by the children. 



DECEMBER LANGUAGE WORK 105 

IV. Lan^guage 

Oral language in this month will be on the discussion 
of subject studied as: Tlie use of the sheep to man. 
The use of the seal to the Eskimo. Why the Eskimo 
would rather have a fish-hook than much money. Any 
phase of the work that the children have had experi- 
ence Id, can profitably be taken up in oral work. Al- 
ways insist on clearness in expression, and accuracy in 
articulation. 

Encourage little discussions on such subjects as: 
Who has the better chance for food, the Indian or the 
Eskimo? Which animal is the more useful, the sheep 
or the seal ? In each case the child must state clearly 
why he makes the statement. 

There will be written work with each lesson, but 
aside from this, after the lesson unit has been taught, 
some time will be given for reflection on the work. 
This is necessary after the presentation has been made, 
that the points may be welded together and that they 
may find a place in the experience of the child. This 
does not mean a mere reviewing of the work gone 
over, in every case; it is often a comparison of the 
new points with old experience. 

On this month's work the child might write on: 1. 
The use of the sheep to man. 2. The story of an old 
shepherd. 3. How the lamb helps the boy. 4. Where 
I would like to be Christmas. 



106 DECEMBER AKT WORK 

For reading matter the language work will be printed 
and they will read their own stories. These stories 
will be read also in the script, exchanging work and 
each reading the stories of another. For sight read- 
ing, write the sentence of a selection on slips of paper 
to be passed to the class, and read in order. Children 
must not be asked to read aloud until they know the 
words and understand the thought. Good expression 
is often given if the pupils close their books and tell 
what they have read. 

V . Arts 
Writing 
Continue the work of former months. Write words 
and sentences in connection with other work. Have 
a writing lesson daily in which more perfect form in 
the letters is the aim. Give frequent tests on the 
board of the important words in the nature and litera- 
ture work. Never lose an occasion to teach spelling 
in this way. Insist on the best the child can do, and 
always observe and praise honest effort. 
Drawing 

1. Shepherd scene. 

2. The journey of Mary and Joseph. 

3. The donkey. 

4. The inn, the stable. 

5. The camels. 

6. The wise men. 



HOLLY . 107 

7. The wings of the bird. 

8. The fins of the fish. 

9. The legs of the bird — cat. 
Poems : — 

Holly 
Not one pretty flower would stay, 
When old Autumn nipped the grass; 
For she had a cruel way, 
Though as red-cheeked as a lass. 
Winter had our Northland taken. 
Her white flags by wind outshaken. 

What then was there bright enough 
For the Merry Christmas Day ? 
" Good Dame Nature, be less rough," 
Said the folks, " leave storms, we pray; 
Bring some posies and be cheery, 
Lest she find the world too dreary. 

" What are posies in the gleam 

Of my beautiful white frost ? " 

Said the old dame from her dream; 
" By the hedge all snow-embossed 

Bloom itself the glad day carries; " 

And she held up holly berries. 

How their scarlet brightness shone 
In the morning's airy tracks! 
Nature is a wise old crone : 



108 DECEMBER ART WORK 

She knows what a picture lacks. 
Winter lost its melancholy; 
Christmas laughed to see the holly. 

— Susaii Hartley, Nature in Verse. 
Painting 

1. December landscape. 

2. The sky and the clouds. 

3. Trees and everything typical of the month. 

4. Christmas tree. 

5. Winter color of buds. 

Modeling 

1. The journey of Mary and Joseph in sand. 

2. Form of animals studied. 

3. Model surface forms — cubes. 

Making 

1. Paper mat weaving. 

2. Fold paper mats into baskets and add a handle* 

3. Christmas cards. 

Music 
One of the best ways to impress the love and beauty 
of the Christmas tide is by the songs given the chil- 
dren to sing. Teach the beautiful carols, and tell some 
of the pretty stories of the children singing them. 
Let them feel that they are adding to the great chorus 
of children all over the world. 
Songa for December : — 

1. Merry, Merry Christmas Bells. 



MUSIC 109 

2. Shine Out, Oh Blessed Star. 

3. Carol Children. 

4. The First Christmas. 

5. While Shepherds Watched their Flocks by 

Night. 

6. The Lord is my Shepherd. 

7. Hark 'tis the Shepherd's Voice I Hear. 

8. Jolly Old St. Nicholas. 

9. A Flock of Sheep. 

10. I've Eight White Sheep. 

11. The AVeaver's Song. 
Pictures for the month. 

1. Madonna §t. Sistine. 

2. The Adoration of the Shepherds. 

3. The Good Shepherd. 

4. The Shepherd and the Sheep. 



JANUARY 



I. Nature Study 

We have now not only a new day, a new week, a 
new month, but much more, a new year. When we 
met together before we wrote December 19 — , now we 
will write January 19 — . Let the pupils recall many 
things that have happened during this year, and of 
the many joys they hope to have during the coming 
year. Talk of how they have grown. Ask if they 
have grown taller and stronger, wiser and better, in 
the year that ha? passed. 

Xow talk about the children of 19 — . January and 
February are dressed in white. March in brown, 
April and May in light green, June, July and August 
in darker green, September in yellow, October in red, 
November in brown, and December in white. 

The sunshine chart will be examined and a clear pic- 
ture of each month recalled. Thus the changing sea- 
sons will march before their eyes in actual procession. 
The series of landscape pictures will also be exam- 
ined, making clearer the color aspect of the months. 
The temperature chart will show the gradual decrease 
of heat from September till January. 

(110) 



FOODS 111 

Talk to the children of the good things they had 
for Christmas dinner, and of the foods eaten every- 
day. Lead them to see that food is necessary to life. 
I. List of foods eaten every day — bread, meat, 
potato, milk. 
11. Sources of foods. 

1. Animals — meat, milk, eggs. 

2. Plants — fruits, vegetables, nuts. 

3. Minerals — salt, lime, water. 

III. Constituents of foods — test for starch by the 
use of iodine, albumen, sugar, gluten, oils 

and fats. 

IV. Test for sugar — taste. 

Test for albumen — Try the white of an egg 
in a test tube heated over an alcohol lamp. 
Note its behavior. Try bits of lean meat 
the same way and the same substance will 
be found. 
V. Xecessity of masticating starchy foods. 
VI. Test for gluten — Wash flour until a sticky 

■ substance remains. 
VI L Test for carbon — burning. 
VIII. Uses of foods. 
IX. Compare summer and winter diet. 
X. Compare the Eskimo's food with our sum- 
mer meal and our winter meal. Account for 
the difference. 



112 JANUARY NATURE STUDY 

Air 

I. Necessary to man. 

1. Prove by a simple experiment. 

2. Other things to which air is necessary — 
plants, fire; prove by putting a candle 
under a tight jar. 

II. Air is all around us. 

1. Prove by a simple experiment. 

2. Greatest height at which children have 
found air, 

3. Distance under ground at which air has 
been found. 

III. Effect of heat on air. Expansion. 

Partly fill a balloon with air and dip it in hot 
water. 

IV. Movements of air. 

1. Hold a paper over the radiator. 

2. Take the temperature of the air at the 
floor and near the ceiling. 

3. What happens to heated air. 

4. Hold a candle above and below a window. 
What causes the difference in the direc- 
tion the flame turns ? 

5. In how many ways can the air be made 
to move ? 

V. Should the air in the school-room move ? 
1. Breathe into lime water. Notice the 
change in the clear water. 



THE air; elementary geology 113 

2. What is the condition of a closed room ? 
VI. How can we keep the air pure ? 
V^II. Amount of air inhaled and exhaled in single 
respirations. Experiment — Have a jar scaled 
in gills, pints, and quarts, a bent tube, and 
a bucket of water. Invert the jar in water 
and inhale through the tube. Notice how 
far the water rises in the jar at each inhala- 
tion. When the jar is full of water, measure 
in a similar way the quantity exhaled in one 
breath. Try this: 

1. Sitting. 

2. Standing. 

3. After chest exercises, or gymnastics. 
VIII. Wind — air in motion. Work of the wind. 

1. Turns mills. 

2. Pushes ships. 

3. Carries seeds. 

4. Dries clothes. 

5. Makes snow drifts. 
Geology 

I. Eiver pebbles. 

1. Collect many from the creek and river shores. 

2. Surface of pebbles compared with freshly 
broken stones. 

3. Account for the roundness — marble making. 

4. Shape of pebbles. 

5. Color in pebbles. 



114 JANUARY NATURE STUDY 

6. Test as to hardness. 

7. Trace the course of the pebble from the rock. 

8. Work of water, sand, floods in their formation. 
II. Fossils. 

1. Show fossils and have the children find other 
forms on the rocks. 

2. Distinguish each part of the fossil correspond- 
ing to the growing plant, stem, blade, etc. 

3. Where fossils are found — coal mine, hillside, 
valley mountain. 

4. The needs of the growing fern. 

a. Water — as river, ocean, lake, creek, rain, 

dew, vapor. 
h. Heat. 

c. Light. 

d. Air. 

e. Soil — marsh, prairie, mountain. 

5. What may have been its environment while 
growing. 

6. Account for fossils. — Experiment — Have silt 
in a jar of water, into which put leaves, sticks, 
etc., and pour off the water. Let the dirt dry, 
turn it out of the jar and hunt for the leaves. 

7. Lead up to the very long time required in cov- 
ering and forming into rock. 

8. Why do the leaves on the campus decay and 
not form fossils ? 



JANUARY LITEKATURE 115 

II. Literature 

In the language work there will be found some of 
the stories for the month as they were told or written 
by the pupils. The main points are there given; and 
if the complete story can not be found, the story 
teller can use these points and weave the beauty in 
word pictures and minor points and thus teach the 
same truths. 

In telling these stories, the aim is to leave lasting 
pictures and impressions on the child. They must 
make him not say but actually feel that he will be 
kinder and more helpful to those who are not so 
fortunate as he. The story-teller must feel this 
deeply, and enter into the story so fully that every 
movement of the body makes the subject more im- 
pressive. 

New Years stories : — 

1. Janus. 

2. Kronos. 

3. The Story of the Xew Year. — Hans Andersen. 

4. The Mail Coach Passengers. — Hans Andersen. 

5. The Little Match Seller. — Hans Andersen. 

6. Our Daily Bread. — Wiltse. 

7. The Story of Willie Winkle.— MZ^se. 

8. The Frost — poem. — Whittier^s Child Life. 
Geology stories : — 

1. Stonv and Hockv. 



116 JAIs'UARY HISTOKY 

2. Story of the Amber Beads. 

3. The Petrified Fern. 

-t. The Young Scientists. — Hegner. 
Food stories : — 

1. The Three Beans. 

2. The Bean, Straw, and Coal. 

3. How the squirrel eats his food. 
Air and wind stories: — 

1. ^neas and the wind. 

2. The Four Winds. — Hans Andersen. 

3. Hermes. 

4. The Wind and the Sun. — ^Esop^s Fables. 

III. History 

There is a ripe time for the presentation of every 
subject to children, and if it could be presented just 
at this time it would weld itself immediately into the 
life of the child and set him ablaze or completely 
change his life. 

The child, as he starts to school, finds his greatest 
interest in the fairy story; he does not stop to en- 
quire why a certain thing comes to pass, for all nature 
acts and acts upon him. But now the child has 
passed through this stage and is ready to battle with 
nature. If the forces oppose, at any time, he is able 
to plan to overthrow them. In order that the child 
in school work may pass through the same stages and 
be strengthened by planning for reverses, a story like 



THE STORY OF ULYSSES 1 IT 

Ulysses, Robinson Crusoe or the Greek Heroes should 
be given. 

There cannot i)erhaps be found a better way to 
represent the steps of progress in the history of the 
race, than through a study of typical characters in 
history or fiction. The work of this book will be on 
Ulysses, although Robinson Crusoe is just as good 
and will be used often in this grade. 

Ulysses 

The primary object of leaching Ulysses is the devel- 
opment of good character. This indeed is the highest 
motive for school instruction, and since history and 
literature deal so much with men, their actions and 
motives, they help much in reaching this end. 

The Odyssey treats of the downfall of Ulysses, his 
wanderings, his many difficulties, and his final tri- 
umph over them all. While he was brave and valiant 
as a soldier, he was especially distinguished for his 
shrewdness and wisdom. He has been called the man 
of many devices. His shrewdness in getting out of 
difficulties and surmounting obstacles is seen with 
interest all through the story. It is a story of voyage 
and discovery, with many thrilling adventures in 
unknown lands and many strange experiences with 
unknown peoi)le. It is ever changing from land to 
land and from sea to sea, and the hero is quite as 
much at home in fighting battles on the land as on his 
galley's deck. 



118 JANUARY HISTORY 

The value of family life and companionship is 
another prominent point in the story. Ulysses was 
always thoughtful of his companions and planned 
for their rescue from perils. He was loved and 
honored by his friends, which shows that he had some 
excellent traits of character. The deceit which he 
so often used was not used for wicked purposes, nor 
was it to hurt his friends; but it was to secure certain 
rightful ends, which in that day was considered a 
right motive. The love that Ulysses had for his son 
and his beautiful wife Penelope, and his untiring 
ett'orts to set foot again on his own island, make him 
a character for admiration. 

There is abundant activity for the imagination in 
this story, but it must be turned to a practical prob- 
lem of helping Ulysses overcome obstacles. Often his 
greatest desire must be given up on account of its 
impossibility, and a new possible plan be devised. 
This is a lesson that sooner or later in life all must 
learn. 

1. The story of Paris stealing Helen. 

2. The wrath of the Greeks. 

3. The army! 

4. Valiant deeds of Ulysses and his men. 

a. Entered city to test the wall. 

b. Took statue outside of the city. 

c. Made a wooden horse. 



THE STORY OF ULYSSES 119 

5. Ulysses and his men start home. 
The ships — describe them, sails, oars. 

6. The Cicons. 

7. The Lotus Eaters. 

Talk of the climate of Greece and the islands. 
Tell of the fruit that is found on them and let 
the pupils judge whether it is colder or warmer 
than our country. 

8. The land of the Cyclops. 

1. Their dwellings, caves. 

2. The Giant and his goats. 

3. Milking, cheese. 

4. His supper and sleep. 

5. Ulysses's plan of escape. 

6. Their escape. 

9. The Kingdom of the Winds. 

1. King Aeolus receives Ulysses. 

2. Ulysses starts home; his present from Aeolus. 

3. The sight of home. 

4. Ulysses sleeps. 

5. The men open the bag. 

6. Aeolus refuses to help again. 

10. Circe. 

1. Island and palace. 

2. The tame beasts. 

3. Treatment of the men. 

4. Ulysses meets the god Mercury. 



120 JANUARY NUMBER WORK 

5. The magic herb. 

6. Ulysses meets and subdues Circe. 

7. Ulysses remains at her palace. 

11. Sisyphus the giant. 

12. The song of the Sirens. 

1. The island. 

2. The plan to escape this danger. 

13. The Tempest. 

1. The ship far out in the sea. 

2. The ropes break. 

3. The thunderbolt. 

4. The men drowned. 

5. The ship destroyed. 

6. He builds a raft. 

7. Clings to a fig tree. 

14. The Island of Calypso. 

1. The new raft. 

2. Trouble on the sea. 

3. Shore of Phseacia. 

4. The washing and the game of ball. 

5. Nausicaii helps Ulysses. 

IV. Number 
The numbers for special work will be 19 and 20. 
The combinations must be taught so well that the 
children will know easily the sum of two or more 
numbers, and in the same way the separations should 
be taught. Fractions are taught all along with the 
number under study, and are just as easily understood 



N'ATURE WORK PROBLEMS 121 

as the addition. The quick work will increase in 
speed and difficulty as the year advances, accuracy 
also being one of the ends to be reached. 

Along with the l^ature work many problems will 
come up. A few are here given which occurred in 
the comparison of the months as kept on record by 
the school. 

1. How many cloudy days were there in December ? 

2. How many cloudy days in November ? 

3. How many more cloudy days in each of these 
months than in September ? 

4. What was the prevailing wind in December ? 
October ? November ? 

5. Which wind if any has not been recorded in 
December ? 

6. What was the highest thermometer record in 
December ? September ? 

7. What was the coldest record for September ? 
December ? 

8. Which month had the greatest number of dews ? 
frosts ? 

On food lessons : — 

1. Make a list of the foods eaten in this climate. 

2. In a list of 20 how many are especially winter 
foods ? 

3. What part of all are winter foods ? 

4. What part form a part of every meal ? 



122 JANUARY NUMBER WORK 

5. Of the list how many have been found to contain 
starch ? 

6. What part of the list should we find in the far 
north ? 

On air lessons : — 

1. How many pints of air do you exhale in a min- 
ute, quiet breathing ? 

2. In what length of time will you use a gallon ? 

3. How much air can you exhale forcibly ? 

4. Measure a chest nearly empty and again after 
it is fully inflated. 

Area, triangle: — 

As soon as possible have the pupils see a triangle 
as a rectangle — inches long and — inches wide, with- 
out folding and actually making the change. Have 
triangles cut from cardboard or drawn, for exercises 
of this kind. 

On a mounting card draw triangles of different 
shapes and sizes, and number them for conveniences 
1, 2, 3, etc. 

1. In what rectangle can you see Fig. I ? 

2. What is the area of Fig. I ? 

3. The area of Fig. IV is equal to what part of 
Fig. VII? 

4. What is the sum of the areas of Figs. I and II ? 

5. How many two inches are in Fig. IV ? 

6. One square inch is equal to what part of the area 
of Fig. Ill ? 



AREA AND VOLUME 



123 



7. A triangle having a base of 6 inches and an alti- 
tude of 6 inches is equal in area to what other triangle 
on the chart ? 

Area. — Irregular figure. 

Draw on the board an irregular figure. The prob- 
lem is to find the number of square inches on its sur- 
face. This can be done by first dividing the figure 
into a number of rectangles of known size and then 
getting the area of each rectangle to find the area of 
the whole. 



1 



124 



JAiq^UARY NUMBER WORK 



Volume : 



Fig. I 



1. Fig. I is one of the 
equal sides of a box. How 
many cubic inches will it 
hold? 

2. How many layers will 
the box contain ? 

3. How many rows will 
there be in a layer ? 

4. How many cubes in a 
row ? 

Z^' Fig. I is 
one of the ends 
of the box, and 
Fig. II is one of 
the sides of the 
box, how many 
layers will the 
box contain ? 
Fig. II [:Q. How many 

rows will there be in a layer ? 

7. How many of the cubes will touch the sides but 
not the ends of the box ? 

8. What part of all the cubes touch the sides but 
not the ends ? 

Other problems in which the diagram of the bottom 
of the box is given and the depth stated, may be used 
for similar work. This merely suggests a line of work 




LIQUID MEASUEE 125 

to be followed, other problems presenting themselves 
as the work progresses. Children will be encouraged 
to bring boxes to be measured and the cubic inches 
found. 

Liquid measure : — 

The measures will be used very frequently in this 
work. By actual measurement the child will discover 
that it takes four gills to fill the pint measure; that 
to buy "I pint of milk the dairyman must give 2 gills. 
They will find the cost of a gill of liquid after know- 
ing the cost of a pint. 

That they may form a better idea of a gill, have 
many bottles of various shapes and sizes, and let the 
pupils choose the vessel they, think will hold the gill 
of water. If frequent exercises are given, children 
will become very accurate in estimating the size of a 
vessel. 

Make the class so familiar with the subject that they 
are able to reduce pints to quarts or gallons and gal- 
lons to quarts and pints. 

The concrete form, which represents the principle, 
will be given first ; then the law which has been illus- 
trated; and lastly the practical applications of the law 
in problems, to fix it definitely in mind. 

OUTLIXE OF XUMBEK LeSSOXS 

The numbers 19 and 20. 
1. Quick work. 



126 JANUAKY LANGUAGE WORK 

2. Combinations and separations. 

3. Science problems. 

a. Weather record. 

b. Air. 

c. Food. 

4. Scale work. 
0. Area. 

a. Triangle. 

b. Irregnlar figures. 

6. Volume. 

7. Liquid measure. 

V. Language 

The oral language will be continued as in former 
months by children giving knowledge already acquired 
and telling the stories in the literature work. They 
may tell of some of the miraculous escapes of Ulysses 
and his men, and tell why he was wise and why it was 
right for the men to obey him. There is an interest- 
ing comparison to be made between Ulysses's ship and 
our ships or Hiawatha's canoe. Fulton's steamboat 
can be given as another vessel for comparison. 

The oral language needs constant work, and another 
device will here be given to help in the use of good 
English. The child does not need to be told that he 
does not speak correctly, for he realizes the difference 
between his talk and the teacher's, and with conscious 
effort will shyly try to imitate her. 



IDIOMS 127 

They learn to speak correctly through hearing, so it 
is necessary to make every lesson a language lesson. 
This can be done by making the children themselves 
critics. This must be carefully planned; for unless it 
is done in the right spirit, such criticism instead of 
bringing forth the hoped-for result will lead to strife 
and bad feelings. This must be talked over; and a 
high standard of justice, helpfulness, and sympathy 
must pervade the room. 

Place as many idioms on the board as there are rows 
in the room, as: 

1. Are there ? 

2. Were you ? 

3. He saw. 

4. We were. 
0. She did. 

6. I have not any. 

Each child in the first row will make a sentence, 
using the idiom for his row. So with each of the 
other rows, while the rest of the pupils are critics. 
This kept up only a few minutes each day will result 
in good oral expression. 

The written language will advance as does the oral 
expression. They are talking in long statements, so 
they must write long sentences connected by conjunc- 
tions. By a little talk the teacher can show the pupils 
that he can tell a certain thing by writing many short 



128 JAN'UARY LANGUAGE WORK 

sentences, or he can put two or more of them together 
by using and, but, or. Both will be read, but the 
children will prefer the long sentence. 

Quotation marks will be used as they have been all 
during this year. Much drill is necessary to have them 
sure of the placing of the marks. Lessons will be 
written by the children and printed as in other 
months. 

Printed Lessons 

Mineral foods. 

Did you ever think that we eat mineral food ? 

We can not do without salt. 

We must have it either in food or by itself. 

Animals will travel miles to a place where they can 
get it. 

Farmers give salt to their horses, cows, and sheep. 

We have salt in our bodies but we are losing some 
all of the time. 

The perspiration that leaves our bodies contains 
salt. 

There is salt in the tears we shed. 

So you see we must eat salt because we lose so much. 

Other printed lessons. 

1. The food I like in winter. 

2. January. 

3. Air. 

4. Pebbles. 



PRINTED LESSONS 129 

5. Janiis. 

6. Kronos. 
Reading : — 

1. Printed lessons from nature and literature 
lessons. 

2. Jack Frost. — Cyr^s First Reader. 

3. Snowflake Story. — Bass's Nature Reader. 

4. Winter. — Bass' s Nature Reader. 

A Fern Leaf 
In a valley, centuries ago, 
Grew a green fern-leaf, pale and slender — 
Yeining delicate and fibres tender — 
Waving, when the wind crept down so low; 
Eushes tall, and moss, and grass grew round it. 
Playful sunbeams darted in and found it, 
Drops of dew stole in by night and crowned it. 
But no foot of man ere trod that way ; 
For earth was young and keeping holiday. 

Monster fishes swam the silent main. 
Stately forests waved their giant branches. 
Mountains hurled their snowy avalanches. 
Mammoth creatures stalked along the plain. 
Nature reveled in grand mysteries; 
But the little fern was not of these. 
Did not number with the hills and trees; 
Only grew and waved its sweet, wild way; 
No one came to note it day by day. 



130 JAI^UARY AET WORK 

Earth, one time, put on a frolic mood, 

Heayed the rocks and changed the mighty motion 

Of the deep, strong currents of the ocean; 

Moved the plain and shook the haughty wood, 

Crushed the little fern in soft moist clay; 

Covered it and hid it safe away; 

Oh, the long, long centuries since that day! 

Oh, the agony! Oh, life's bitter cost. 

Since that useless little fern was lost! 

Useless ? Lost ? There came a thoughtful man, 
Searching for nature's secrets, far and deep; 
From a fissure in a rocky steep 
He withdrew a stone o'er which there ran 
Fairy pencilings, a quaint design, 
Veinings, leafage, fibres, clean and fine, 
And there the fern's life lay in every line! 
So, it may be, some souls are hid away, 
A sweet surprise for heaven's dawning day. 

VI. Arts 

Writi:n^g 

Writing upon the blackboard and paper, in connec- 
tion with each of the subjects studied will be done as 
in the former months. Exercises in movement and 
form of letters with pen and ink on unruled paper will 
be given daily. 



WRITING, DRAWI]!q^G, PAINTI2IG, ETC. 131 

Drawing 
Drawing is really necessary in teaching. A bright 
picture presented at the right time photographs itself 
indelibly on the sensitive plate of the mind. Some- 
times a story is forgotten ; words can not recall it but 
the picture sketched brings up the whole story. 
Teachers must draw freely and pupils must be given 
freedom in drawing from nature or from the imag- 
ination. 

1. Vegetable and animal foods. 

2. Flame of candle above and below the window. 

3. Apparatus for testing the lung capacity. 

4. Show other uses of wind — carry seed, push ships. 

5. Pebble shapes. 

6. Fossils. 

7. Possible picture for the home of a fern. 

8. Illustrate the stories. 

Painting 

1. January landscape — hill, trees, frozen river. 

2. The sky and clouds. 

3. Fruits used as foods. 

4. Some scene illustrating Greek life — games. 

Making 
The raft of Ulysses. The children will delight in 
displaying wisdom as did their hero. 
Modeling in Sand 
1. The islands Ulysses visited. 



132 JAiJ^UAKY ART WORK 

2. The caves. 

3. The fruits in clay. 

Music 
Theory : — 

1. Scale work. 

2. Interval work. 

3. Time. 

4. Chart reading. 

5. Chart singing. 

6. Key of D. 

7. Writing simple exercises on the board. 
Songs : — 

1. The Little New Year. — Walker & Jenks. 

2. The :N"orth ^N\Yi^i,— Walker & Jenks. 

3. Chilly Little Chickadees. — Walker & Jenks. 

4. Snow Ball Song. Part IL — Eleanor Smith. 

5. The Wild Wind. Part IL— Eleanor Smith. 

6. Alice's Supper. Part L — Eleanor Smith. 

7. Tiny Snow Flakes. — Walker & Jenks. 

8. Lightly falls the Snow. — Walker & Jenks. 
Pictures : — 

Winter scene. 



■ FEBRUARY 



I. Xature Study 

Wood 

The work on the trees will be continued by a study 
of wood. The wood from each of the trees studied 
will be in the hands of the pupils. 

QuESTiON^. — Is all wood alike ? 

1. Children give experience. 

2. Cut wood with the grain — and crosswise — note 
the ease in cutting. 

3. Compare pine and hemlock with the oak. 

4. Polish and oil each specimen. 

5. Cut the specimens in a uniform size and weigh 
each. 

6. Strength test — rest each end of the stick on a 
support, and suspend a weight of ten or fifteen pounds 
irom the middle. 

7. Which wood will endure most ? 

a. N"otice pine, poplar, oak exposed to the weather. 

b. Weigh the specimens painted and unpainted, 

soak them thoroughly in water and weigh 

again. 

(133) 



134 FEBRUARY NATURE STUDY 

c. The use of paint to wood. 

8. Uses of hard wood. 

9. Uses of soft wood. 

10. Industrial uses of trees. 

a. Poplar and spruce to make paper. 
h. Oak of Spain to make cork. 
c. Maple trees to make maple sugar. 
It will sometimes seem best to take the complete 
history of a chair or table for industrial study. 

1. The tree in the woods — hemlock, oak, walnut. 

2. Woodcutter — his home, food, life, work. 

3. Wood taken away from the forest. 

4. The sawmill, slabs, boards. 

5. The lumber yard. 

6. The chair factory. 
a. Seasoning. 

h. Warping. 

c. Staining. 

d. Polishing. 

e. Carving. 

/. The back, rounds, legs, seat. 

Carbon 

The lessons on food will be continued, and another 
very important element will be discovered, which will 
be found in both animal and plant life, namely, carbon. 

1. Heat a small amount of sugar in an iron spoon 
over a lamp and notice the charred mass after action 
ceases. 



wood; CARBON" 135 

2. Heat meat, starch, vegetables, and bread in a 
similar way. 

3. Hold a piece of glass over a lamp or candle near 
the wick and collect carbon on the under side. 

4. Light a stick of wood and notice the charred end 
after the light is extinguished. 

5. Heat a wad of paper without letting it blaze and 
notice the black substance that remains. 

6. Powder a lump of soft coal into small bits and 
put it in the bowl of a clay pipe. Cover the bowl with 
soft clay and place it over a lamp, stem upwards. 
After some time, if a lighted match be applied to the 
stem a gas which escapes from the coal ignites. Ex- 
amine the contents. 

a. Compare with coal. 

b. Compare with specimens of coke. 

c. Tell and show pictures of our great coke ovens. 

d. The way coke is made. 

e. Uses of coke. 

?. Make charcoal; put bits of oak wood in a pipe 
and treat as coal was treated in making coke. 

a. Sticks of wood put in a compact pile. 

b. Covered with a layer of straw. 

c. Covered with earth and turf. 

d. Holes left at top and bottom. 

e. Lighted through a top hole, which is closed 

after the fire is well started. 



136 FEBEUART NATURE STUDY 

/. It smoulders for weeks. 
g. Lower hole closed. 

h. The fire goes out, the pile is uncovered, and the 
charcoal is ready for use. 

8. Uses of charcoal — Experiment. — Use filter paper 
and powdered charcoal. Pour a weak solution of in- 
digo through the filter and one use will be seen. 

Mineralogy 

The work on stones will be continued this month. 
The pupils will be encouraged to bring stones that they 
find to add to our collection for the room. As they 
are brought in, they will be considered as to form, 
color, hardness and strength. There will be given a 
test this month for limestones, and the additional 
query will be given, has this stone lime in it? 

Experiment. — Put a few drops of acid on lime. 
]^ote how it bubbles and dissolves. Put a few drops 
on a limestone and it will also bubble. All such stones 
are labeled limestone. Shells, coral, bone will be tried 
also. Try also silicious stones with the acid and no 
bubbling will be noticed — as sandstone, flint, quartz, 
and slate. 

Experiment. — Hold a piece of limestone over a hot 
flame until it is heated red hot clear through, then lay 
it aside to cool and moisten it with water. After a 
time, the stone crumbles, which is another characteris- 
tic of limestone. 



MINERALOGY 137 

The pebbles gathered from the creek and river shore 
will be tested as to hardness. Many of them will 
scratch glass and will be labeled, quartz. 

Pupils will be interested in finding the many differ- 
ent stones in the community and testing them as to 
hardness by scratching them on different stones and 
on glass; as to constituents by the acid test; as to 
strength by striking with a hammer; and as to color. 

Color Experiments. — Pour acid upon a penny and 
water over nails, and pour these solutions over white 
sand. We shall see the sand colored like many of the 
stones they have. 

Account for many of the colors found in our com- 
mon stones. 

As the children notice crystals in some of their 
specimens and ask questions about them, perform 
some simple experiments in solution and crystalliza- 
tions with alum, sugar, or salt. 

OuTLixE — Mineralogy 

I. Limestone. 

1. Acid test. 

2. Hardness. 

3. Strength. 

4. Color. 

5. Form. 

6. Flame test. 

7. Where found. 



138 FEBEUAET N^ATURE STUDY 

8. How obtained — quarries. 

9. Uses — building, kiln. 

II. Quartz. 

1. Acid test. 

2. Hardness. 

3. Form. 

4. Where found. 

5. Uses. 

III. Marble. 

1. Form. 

2. Acid test. 

3. Color. 

4. Hardness. 

5. Where found. 

6. How obtained — quarries. 

7. Uses. 

IV. Sandstone. 

1. Form. 

2. Color. 

3. Hardness. 

4. Acid test. 

5. Characteristics. 

6. Where found. 

7. How obtained. 

8. Uses. 

9. Compare with other stones. 



HIAWATHA; ULYSSES 139 

II. Literature and History 

In connection with the study of winter life this story 
of the Xorth will be adapted from Longfellow's 
Hiawatha. 

I. Shingebis the Diver. 

1. The home of the North Wind. 

2. His work. 

3. Shingebis visits him. 

4. They wrestle — the result. 

II. The story of Ulysses will be continued and che 
children will learn of the character of the Greeks, 
their habits, their occupations and amusements. They 
can picture the Phitacian homes and compare them 
with our houses. They will also be interested in the 
differences in habit and work of the Greeks and our 
people, and in the games then and now. They can see 
that the games would develop their bodies to such a 
degree of perfection that they have been copied by 
artists and to-day are given to us as models of well 
developed forms. Some photographs of Greek statues 
shown now will help the pictures. Pictures showing 
the Parthenon will help compare occupations, and the 
material for building used long ago and now. 

1. The hospitality of the Phseacians. 

a. The feast. 

b. The musicians — the effect of music on 

Ulysses. 



140 I'KlilJl'Ain 1>ITK1{ ATL'KE 

c. Tlio o-|iines — racini^, boxin*^, wrestling, leap- 
iii<^', ])ilc'lung ([iioits. 

2. The journey to Ithacu. 

a. 4'lie })]'eseiits — the ship. 

b. The rowers. 

c. Tlie straii<^e country. 

d. Tlie youu^" sheplierd. 

3. On familiar ground. 
a. The old dog Argus. 

h. Penelope, his faithful wife. 

c. Recognized by the old nurse. 

d. The great feast. 

e. Bending the how. 

/. Happy settlement of state and family affairs. 

III. Washington work. 

High ideals of character are held up before the chil- 
dren all through the year. It is by knowing and ad- 
miring a brave character that they themselves become 
brave; it is through a deep love for some hero that the 
habits of kindness, truthfuhiess, and wisdom are imi- 
tated. Wo give the work on George Washington, be- 
cause of the unconscious influence of the ideal upon 
the character of the children. Lessons on love of 
country; how the national life protects our lives; 
how the loyalty and bravery of our forefathers has 
affected our times and has had much to do with the 
establishment of our homes and schools, can all be in- 
cidentally taught. The picture is a reproduction of 
one of the tine Elson portraits. 



(iEOli(iE VVASIlJNCiTOX 



141 



^ f^ 



'-0, 



V,\\{)W,V. \VASinN(/l"ON 



UTLl N i: (J F W A S 1 1 1 K ( i TO N W'o K K 

I. Home. 

a. The f'Hmily. 

}). Plantation — tobacco fields, storehouses. 

c. Mode of travel. 



142 FEBRUARY litp:rature 

( Planting the seeds. 

^ ,. , , Q^ • Riding the colt. 

2. Boyhood — a. Stories < ^ 

^ I The hatchet. 

[ Phiying soldier. 

( Kindness. 

, CI ' , T/. Neatness. 
h. hcnool life < 

(Jbedience. 

1^ Politeness. 

3. Surveyor. 

a. Why work was necessary. 
h. Lord Fairfax. 

c. Work in the woods — food, dishes, cooking, 

beds, the compass. 

d. Crossing the river on a raft. 

4. Soldier. 

Preparation in Childhood. 

a. Strength. 

b. Bravery. 

c. Shooting. 

d. Walking. 

e. Hiding. 

Trouble between the French and Indians. 
Trouble between England and the colonies. 
The stamps put on papers, etc. 
High taxes on tea, etc. 

5. Commander. 

a. His undrilled, ununiformed soldiers. 
h. LaFayette and his soldiers. 



THE LAPLANDERS 



ua 



c. The hardships of the winter. 

d. Crossing the Delaware. 

e. Close of the war. 
6. President. 

a. Why chosen. 
h. The American Flag. 
c. Mt. Vernon. 
II. The Laplanders. 

{Sea Lapps. 
Forest. 
Mountain. 
1. The appearance of the country (an imaginary 
journey). 
a. Day and night. 
6. Aurora Borealis. 
c. Vegetation. 

size, 

horns, 

legs and feet, 

coverings, 

food, 

compared with cow, 

uses, when alive, dead. 

3. Appearance of the people — Color, size, eyes, 
hair. 

4. Dress — Material, how made. 

5. Homes — How built, material. 



2. Animals — reindeer. 



14-4 FEBRUARY LITERATURE 

G. Furniture — Mats, light and heat. 

7. Food — How obtained, prepared. 

8. Weapons and tools — How made, how used. 
0. Mode of travel. 

10. Occupations. 

f skin — ru2^s, slippers, 
horn — knives, spoons, fancy 

11. Things made ^ articles, 

sinews — thread, 
[ bone^ — tools, spinning w^heel. 
Construct a small Lapland house — a mound-shaped 
hut which is made of a framework of timber covered 
with skin and again covered with turf . 
Poems : — 

Our Flag. Xature in Verse. — Lovejoy. 
Hurrah for the Flag 
There are many flags in many lands, 

There are flags of every hue; 
But there is no flag, however grand. 

Like our own Eed, White and Blue. 

I know where the prettiest colors are. 

And I'm sure if I only knew, 
How to get them here, I could make a flag, 

Of glorious " Eed, White and Blue". 
■ I w^ould cut a piece from an evening sky, 

Where the stars are shining through, 
And use it just as it was on high 

For my stars and field of Blue. 



FERRUARY NUMBER WORK 145 

Then I'd want a part of a fleecy cloud, 

And some red with a rainbow bright; 
And put them together side by side, 

For my stripes of Red and White. — Selected. 
Our Heroes 
Here's a hand to the boy who has courage 

To do what he knows to be right; 
AYhen he falls in the way of temptation 

He has a hard battle to fight. 
Who strives against self and his comrades 

Will find a most powerful foe; 
All honor to him if he conquers, 

A cheer for the boy who says " Xo " ! 

— Phcehe Cary. 

in. XUMBER 

The special numbers will be 21 and 22. 

There will be work in area which w^ill require the use 
of these numbers in addition, subtraction, multiplica- 
tion, division, and partition. There will be some work 
in color, showing the number of square inches in a cer- 
tain rectangle. A triangle will be cut out that will 
contain the same number of square inches; also an 
irregular figure with the same area. The figures can 
be compared as to perimeters. 

Many devices can be used to keep up the interest in 
quick work as: draw a wheel on the board, on each 
spoke and on the hub write a figure. Add or subtract 



146 FEBRUARY NUMBER WORK 

the hub number from each of the other numbers. A 
ladder can be well used. A good way to teach frac- 
tional parts of a number is by the use of a rectangle 
marked off into rows of squares. The rectangle can 
be divided horizontally, showing halves, thirds or 
fourths; and vertically, showing other parts. Color 
certain portions and many questions will suggest them- 
selves as: what part is blue? what part of the first 
row is colored ? 

I. Nature Study Problems. 

1. What was the lowest point the thermometer 

registered in January ? 

2. What was the highest during the month ? 

3. How many degrees difference was there ? 

4. On how many of the cold days did it snow ? 

5. What was the prevailing wind on the snowy 

days ? 

6. Of 22 stones how many did you find to contain 

lime ? AVhat part of them had lime ? 

7. What part of the collection have been acted 

upon by water ? 

8. How many of them are quartz ? 

9. Select from the list the most useful stones; 

what part of the whole did you select ? 

10. How many have a colored streak through them? 

11. Name twenty trees common to this community. 

12. What part of them is useful as lumber ? 



AREA, VOLUME 147 

13. What parts are useful for building ? 

14. Which specimen is the strongest ? Test. 

II. Area. — Square foot. 

1. Cut out of a large piece of paper a square foot. 

Draw it on the board. 

2. Draw rectangles on the board and see the rows, 

square feet in each row, and the whole area. 

3. Find the areas of given rectangles. 

4. Find the areas of given flower beds, etc. Make 

the work practical, and have much actual 
measurement. 
Square yard. 

1. Draw it on the blackboard; on the floor; 

mark it out in the yard. 

2. Show one row of two square yards; 3 square 

yards. 

3. Draw to a scale dictated rectangles. 

4. Draw to a scale the floor of a hall o yards 

wide, 7 yards long. 
Make it practical by estimating and measuring in 
out-door problems. 

III. Volume. 

1. Show a box and have the class tell how many 

cubic inches it will contain. 

2. Review, layers, rows. 

3. Draw a side and end of a box to find the num- 

ber of cubic inches contained in the box. 



148 FEBRUAKY XUMBER WORK 

4. Draw the bottom of a box and give its height, 

to find the cubic inches in the box. 

5. Practical problems as: How many cubic inch 

chocolates are in a box that is 3 inches long, 
2 inches wide and 2 inches high ? 

IV. Bulk. 

Children at this age are buying things by the peck 
and bushel, so it is necessary that they now know that 
four pecks make a bushel. The two measures will be 
in the room, that actual work can be done. Teach 
4 pecks = 1 bushel. 
2 pecks = J bushel. 
1 peck = J bushel. 
8 pecks = 2 bushels. 
Give many problems in buying and selling. 

V. Time. 

Tell and illustrate the Indian ways of telling time 
by the coming and going of the moon, by bundles of 
sticks and notches on trees. Tell the story of King 
Alfred's lantern and of the waterclock or clepsydra. 

Make the clepsydra as follows : Draw a tube to a fine 
point at one end, and put it in an upright standard. 
Let the pointed end come down into a graduated glass 
jar. A free cork is in this glass jar and the water is 
poured into the tube and comes out of the pointed end 
drop by drop. As the water drops into the jar, the 
cork rises from mark to mark, thus measuring time. 



TIME 149 

The sand glass or hour glass is explained. The 
three-minute glass will explain it very well. They can 
measure by the sand glass time required to go home, 
or to do a certain work. The clock and work on tell- 
ing time will follow. This time work will be given 
very many times during the year, until all can tell the 
time and do little problems. 

1. The journey of the hour hand in one hour. 

2. The journey of the minute hand. 

3. One-half the journey of the minute hand. 

4. The minutes in an hour; in a half hour. 

5. Place the hands so as to show a certain time. 

6. Move the hands so as to show the time of the 
opening of school in the morning. 

7. Many practical problems. 
The Sun Dial. 

OuTLTXE OF Number Lessors 
21 and 22 

1. Quick work. 

2. Xature study. 

a. Weather record. 
h. Mineralogy. 
c. Wood. 

3. Area. 

a. Square foot. 
h. Square yard. 

4. Color. 



150 FEBRUAKY LANGUAGE WORK 

5. Volume — contents of boxes. 

6. Bulk — peck, bushel. 

7. Time. 

8. Scale work. 

IV. Language 
Oral language will be continued along the lines sug- 
gested in the previous months. After a subject has 
been developed often the best thing is to compare the 
material with something similar in their own experi- 
ence. Often questions will be given as: — 

1. Which do you think the wiser, the Lapps or 
Indians ? 

2. Compare the mode of travel of the two. 

3. In what did the Greeks excel other people ? 

4. What do you like about the Phseacians ? 

5. What kind of a quarry do you think you would 
rather own ? 

6. Which kind of wood is best for furniture? 

7. Which does most for us, wood or stone ? 

Many of these will elicit very interesting debates and 
thus the whole subject will be reviewed in a practical 
way. 

In written expression the pupils are expected to be 
able to write by correctly using declarative, interroga- 
tive, or exclamatory sentences and to put the correct 
punctuation mark after each. By constant use they 
now use the quotation marks correctly. They use the 



PRINTED STORIES 151 

possess] ves of many nouns, the form being taught and 
nothing said of the rules. Throughout the year they 
have noticed that often a short form of a word is used 
after which a period is placed, as in the months — Feb. 
They will not have much use of abbreviated forms how- 
ever. They will notice that when many words or state- 
ments are connected with and, the last " and " only is 
needed and that a comma is used instead of the word 
in the other places. 

Printed Stories 
Wood. 

The pine wood is soft. 

The oak wood is hard. 

My desk is made of hard wood. 

My ruler is made of soft wood. 

My little chair is made of oak wood. 

Do you know how it was made ? 

This is the way I think it Avas made. 

An oak tree was cut down in a big forest. 

All the branches were cut off. 

It was hauled to the river by horses. 

It was floated down to the saw-mill. 

There it was cut into boards. 

A man took the boards to a lumber-yard. 

Then they were taken to the chair factory. 

A man made the seat out of a wide board. 

Another man made legs. 

Another made the rounds. Do you know how ? 



152 FEBRUAEY LAN^GUAGE WORK 

Then a man made the back. 

Another man put it together. 

Now it was painted and varnished and sent to the 

furniture store. 
It came from the store to our school and now I sit 
in it and write. 

The Story of Our Flag 
When our country was fighting to be free, they 
wanted a Hag of their very own. 

George Washington and Mr. Morris ;vere told to have 
the flag made. 

George Washington drew the picture of a flag with 
stars and stripes and took it to Betsy Koss. She made 
bonnets for the Quaker ladies of Philadelphia. 

He told her to make the stripes red and white and 
the stars white on a blue sky. 

He told her to make the stars six-pointed. 
She said, " No, they should be five-pointed ". 
The stars in the sky are five-pointed, so she took her 
scissors and folded paper and cut a five-pointed star. 
So in her own little house, Betsy Eoss cut out and 
made the first flag with the stars and stripes. 

The stars and stripes stand for our beautiful free 
country. 

Y/ould you like to know what each color means? 
The red in the stripes means. Be brave. 
The white in the stripes and stars mean. Be pure. 
The blue in the flag means, Be true. 



FEBRUARY ART WORK 153 

EeADII!^G 

1. Testing to Find Lime. — All the Year Round. 

2 Quartz. — All the Year Round. 

3. How Sand became Sandstone. — All the Year Round. 

4. The Oyster. 

5. The Little White Fairies. — All the Year Round. 

6. Longfellow. — Arnold's Reader. 

7. The Village Blacksmith.— ^r?io/d 

V . The Arts 
Writi:n^g 
Writing in connection with each subject. 
Daily drills in form and movement of letters. 
Writing poetry. 
Pen and ink exercises. 

Drawing 
Experiments in carbon lessons. 
Show the grain in woods studied. 
Show form and markings on stones. 
Draw the elm tree. 

Washington and his colt — as soldier in school,' as 
surveyor, crossing the river on a raft, etc. 
Ulysses and his new ship. 
On his home island, caves. 
The dog Argus. 

Ancient ways of telling time — dial, clocks, etc. 
Reindeer — Lapland scenes. 

Painting 
February landscapes, buds, different sections of wood. 
The flag. 



154 february art work 

Making 

House of the Lapps and their implements. 

A sun dial, water-clock. 

Surveyor's chain of red, white, and blue paper. 

Paper lanterns to carry in the forest. 

Tent in which Washington slept. 

Valentines with pretty painted pictures or designs 
and appropriate verses. 

The flag. 

Modeling 

On sand-board make the countries visited by Ulysses, 
and his home in Ithaca. 

The home of Washington. 

Model in clay the forms of stones and pebbles. 
Music 

Theory — Continue work as outlined in previous 
month. 

Songs : — 

1. The National Hymn. 

2. We are Little Soldiers. 

3. We are Little Soldier Men. 

4. The Sap has begun to Flow. 

5. Whose Xame is this we hold so dear. 

6. Hi the Snowing and the Blowing. 
Pictures : — 

Greek Statues. 
AYashington and his horse. 
Mt. Vernon. 
Longfellow. 



MARCH 



I. Nature Study 
Those who are really awake to the sights and sounds 
which the procession of the months offers them, find 
endless entertainment and instruction. Yet there are 
great multitudes who are present at as many as three 
score and ten performances without ever really look- 
ing at the scenery, or listening to the music or observ- 
ing the chief actors. — 0. W. Holmes. 

The Spring reveals herself in secret only, 

Through hidden signs we guess her mystic power. 
The fields are bare, the woodlands wild and lonely, 

But, lo! beneath the earth she hides the flower. 
The willows quicken at the river's brim, 

The eager alder breaks her tiny buds. 
The upland hills are wrapt in hazes dim. 

And sweet, impulsive life has stirred the woods. 

— Dora Reed Goodale. 

This is the month to begin anew the study of out- 
door life. If one closely watches, every bright sun- 
shiny day will bring some harbinger of spring. 

There will still be many winter days, and but little 

(155) 



156 MARCH NATURE STUDY 

of real spring life will be heroic enough to the brave 
the sharp March winds. So it will be possible to study 
very carefully the changes as they take place in the 
early spring. 

Spring is the general awakening and the forces are 
at work not only in the plant and insect life, but in 
the pupils as well. The whole aim of this season is 
growth or development, growth of plant life and 
growth of the pupils in body, mind and in good habits. 

The great factors in the change are the sun which 
has come to make longer visits; the warm south wind 
that whispers to the buds the beauty of the spring; 
and the gentle rains that remind the roots of their 
work that the sap may flow. The direction and time 
of the rising and setting sun will be observed and 
compared with December's observation. 

To keep a systematic record of events as they occur, 
a Natural History Calendar is made. Tlie observation 
is thus recorded under these heads. — Observation, 
Date, Place, Observer's name, Remarks. 

Children will industriously look for the first birds 
and the appearance of the insects. 

I. Light 

The uses of light to man will be the theme of the 
work. 

1. The source of light — the sun. Day and night. 
The day and night of the Eskimo. 



light; crystallization 157 

2. How are your houses lighted ? 
Lamp. 
Gas. 

Electricity. 
How you could most easily light a house.- 
a. Burning stick. 
h. The pine knot used by Indians. — Lincoln. 

c. Melted grease. 

d. Eskimo lamp. 

e. Our early lamp — a wick held up by a cork, 

set in a bowl of melted grease. 
/. The tallow candle. 
Note. — Make candles of sheeps tallow and use the 
molds. 

g. The lamp. Compare with the other lights. 
Experiment. — Place two small pieces of 
wax, equi-distant from the lamp and 
candle. 
h. Gas light; its advantages; .uses. Coal gas 
is made as in February work on carbon. 
Wood gas. See carbon. 
i. Electric light. Compare with other lights. 
II. Solution and Crystallization 

1. Use salt, alum, sugar, washing soda. Powder 
some of the substances and dissolve them in water un- 
til no more will dissolve. 

2. Heat the solution and add as much more as can 
be dissolved; set away to cool. 



158 MARCH NATURE STUDY 

3. Suspend a small stone in this solution, and after 
a few hours notice the crystals formed. 

4. Form some crystals by boiling the solution. The 
crystals are not perfect but rather a shapeless mass. 

5. SaU. 

a. The salt licks. The salt in some well or spring 
that bubbles up among the grass. The 
water evaporates and leaves behind a crust 
of salt on the grass and stones. 

h. Animals seek salt. 

c. Salt in the sea water. — how to get it out. 

d. Kock salt, salt mines; how worked. 

e. Uses of salt. 

6. Crystals in building stones. 
a. Notice granites. 

h. Marble. 
c. Sandstone. 

III. Botany 

Now that the winter has passed, it is well to examine 
the buds of the trees, to find how many have been 
killed. 

Notice the terminal buds. 

Notice the lateral buds. 

Which kind seem to be best preserved ? 

1. Twigs. 

a. Frozen and live buds. 
h. The rings; growth. 



BOTANY 159 

c. The bark. 

d. The pith. 

e. The buds, lateral and terminal, their covering; 

chances for life. 

Measure the length of the last year's growth of the 
oak and willow. 

Since the growth of the willow is much more than 
the oak, why is it not as much larger ? This is easily 
answered when much of the long willow twig is found 
to be dead. . 

2. Bark. 

Compare the layers of the trunk with the layers of 
the twig. 

Xumber of layers. 
Color. 

3. Wood. 

Have a cross section of a branch of each of the trees 
studied by the room as: Oak, willow, maple, etc. 
a. The old wood or heart wood. 
h. The new wood or sap wood, 
c. The pith. 

4. Sap. 

Tap each of the trees under study for sap. There 
are very many small passages which permit the water 
to pass up from the roots to the leaves. As this water 
goes to the leaves it becomes sap. The wood is com- 
pact in the heart wood, and will not allow sap to go 
through it. The openings are in the sap wood. 



IGO MARCH NATURE STUDY 

5. Uses of the sap to the tree. 
To make — leaves, 

flowers, 
fruit, 
bark, 
wood. 

6. Uses to man. 

To make — sugar and molasses, medicine. 

7. Sugar making. 

a. Tap the trees — put in sprouts. 
6. The buckets. 

c. Sap emptied into barrels. 

d. Barrels hauled to the sugar house. 

e. The boiling, pans, molasses. 
/. Sugar. 

II. LlTERv^TURE AND HlSTORT 

Gemila, the Child of the Desert. In presenting 
this story the first picture to be made plain must be 
the sandy desert. 

1. The sand, rocks, wind. 

2. The intense heat. 

3. The palm trees, grass and water, oases. 

4. The animals. 

The camel. 
a. Size. 
h. Covering. 
Long hair. 



THE CAMEL 1^1 

Coarse hair. 
Fine hair. 

c. Color. 

d. Teeth. 

e. Food — the cud. 

Vegetables. 
Grass. 

Leaves of the trees. 
Dates. 
Beans. 
Grains. 
/. Stomach — the cells, use. 
g. Hump— the backbone, the fat, use. 
h. Legs — the pads. 
I. Feet — broad, elastic pads. 
j. Eyelids and nostrils. 
h. Uses of the camel. 

Coarse hair woven into cloth. 
Fine hair made into paint brushes. 
Flesh is used for food. 
Milk for drink. 
Skin for bottles, buckets. 
A beast of burden. 
l. Kind of camels. 
Arabian. 
Bactrian. 
The ostrich. 



162 MARCH LITEEATURE 

Adaptation of parts to its environment. 

1. Size. 

2. Covering. 

3. Legs — long and strong. 

Toes — two. 

4. Neck. 

5. Food — melons, etc. 

6. Bill — compare with other fowls. 

6. Wings — use. 

7. Eggs — size, where laid, how hatched. 

Goats. 

Use to the Arabs. 

Horse, the family pride. 

Picture the country with only a few places where 
they could get water for all, and grass for the animals, 
dring from this the idea that they must move from 
place to place. With this in mind pupils will suggest 
homes or shelter from the intense heat, and something 
easily moved. They will also see the wisdom of mats 
as the furniture of the Arabians. 

The Story outline. 

1. The tent — three poles covered with skins. 

2. Characters — Abdel Hassan and wife. Alee and 

Gemila. 

3. Furniture — mats, cushions, carpets. 

4. Food — dates, bread, butter, milk. 

5. Preparation to move. 



HOLLA>^D 163 

a. Tent taken down, loaded on a camel. 

b. Cushions, mats, etc., packed on a camel. 

c. Bags of dates. 

d. Skin bags filled with water. 

6. The journey. 

a. Hassan ahead on a fine horse. 

b. Women and children on camels. 

c. Servants. 

d. Camels loaded. 

e. Goats. 

/. Times of rest and travel. 
g. The ostrich. 
h. The caravan. 

7. The stranger — his dress, ornaments, head- 

dress, his goods. 

8. Hospitality to strangers. 

The greeting. 

The talk and smoke together. 

Coffee served in small cups. 

9. The new home. 
Holland 

One of the striking points in the work on Holland 
is the influence of the physical pecularities of the 
country on the Dutch. Their genius is in perfect 
harmony with the character of Holland. The traits 
of patience, firmness, calm and constant courage have 
been developed by the great struggles with the sea. 



164 MAECH LITERATURE 

which are represented by the great monuments that 
must still keep this mJghty monster off their posses- 
sions. That glorious battle and the consciousness of 
knowing that all is the result of their own strength, 
must have infused within them a high sense of dig- 
nity, and a great spirit of liberty. 

The Dutch have been made an extremely economical 
and practical people by the necessity of constant sac- 
rifices in defence of their existence. They are not 
great along many lines, but the tenacity with which 
they continue a line of work until it is accomplished 
is worthy of imitation. They are ever advancing 
however by very slow degrees, and never lose what 
they have gained. 

How the people have created and then preserved 
their country. 

1. Struggle with the ocean. 

The sand banks. 

The piles made of masses of granite. 
The dykes made of earth, granite, wood. 
Use pictures, drawings and sand board to ex- 
plain the dykes. 

2. Struggle with the lakes. 

Marshes and lakes surrounded by dykes. 
Canals made around the dykes. 
Windmills pump water into the canals. 

3. Struggle with the rivers. 



HOLLAND 165 

They overflowed the land. 

Some were channeled. 

Some were turned from their conrse. 

4. Struggle with the soil. 

Sand and peat. 

Earth was brought from the continent. 

Clay w^as used to make the ground fertile. 

5. The windmills. 

How made, of what material. 
Uses. 

Absorb water, break stone, pulverize tobacco, 

grind flour, wash rags, crush lime, saw 

wood. 

6. How Holland has made use of the enemy. 

As defence in time of war — tell the story. 
Canals serve to irrigate the land. 
Canals a means of communication. 
Cities communicate with the sea. 
Towns with towns. 
House with house. 

Canals serve as boundary lines, hedge and road- 
way. 

7. Houses — material, how made. 

Outside appearance, inside. 

Furniture. 

The kitchen — furnishings. 

The parlor — use, furnishings. 



166 MARCH LITEEATURE 

8. Dress — material, how made, favorite colors. 

Shoes — head-dress. 

9. Peculiarities of the Dutch. 
10. Occupations. 

Agriculture. 

Grazing. 

Cheese making. 

Commerce. 

Fishing. 
The Story of Peter at the Dyke. 
IS^uremberg Stove. 
The Lilac Buds. 

Pussy Willow's Hood.— Ca^ Tails. 
The Four Winds. — Hans Andersen. 
Spring and her Helpers. — Child^s World. 
The Meeting of the Winds. — Childh World. 
North Wind at V\?ij .—Child' s World. 
Mother Nature's House-cleaning. — Weiys King 

Kindness and the Witch. 
Poems — 

Pussy Willow 
The wood is brimmed with melting snow 

The maple sap is running, 
And on the highest elm, a crow 

His coal black wings is sunning. 
A close green bud the Mayflower lies 
Upon its mossy pillow; 



PUSSY willow; wixdmill song 167 

And sweet and low, the south wind blows, 

And through the brown fields calling goes, 

"Come Pussy! Pussy Willow! 

Within your close brown wrapper stir; 

Come out and show your silver fur; 
Come Pussy! Pussy Willow." 

Soon red will bud the maple trees 

The blue birds will be singing, 
The yellow tassels in the breeze 

Be from the poplars swinging. 
And rosy will the Mayflower be 

Upon its mossy pillow, 
But you must come the first of all, — 

" Come, Pussy! " is the south wind's call. 
' ' Come Pussy ! Pussy Willow ! ' ' 

A fairy gift to children dear. 
The downy firstling of the year. 

"Come Pussy! Pussy Willow." 
Other poems : 
Waiting to Grow. 
Spring Secrets. 

The Wind. — Deemster Sherman. 
March. — C'elia Thaxter. 
Wynker, Blynker, and Kod. 

The Windmill Song 
The wind must blow to turn the mill 
Or else it will stand still, stand still; 



168 MAKCH KUMBER WORK 

The corn makes meal, the meal makes bread 

That all the people may be fed. 

The wind must blow to turn the mill 

Or else it will stand still. 

The seed must grow to form the grain, 

And softly fall the gentle rain. 

The sun must shine, the wind must blow; 

All these must help the grain to grow. 

Oh, yellow grows the waving grain. 

Mid sunshine and mid rain. 

— Kindergarten Chimes. 
The Origin of the Robin. — Whittier. 
The Birds are Coming Home Soon. — Nature in Verse. 
The Weather-Cock's Complaint. 
How the Wind Blows! 

III. Number 
Special work on 23 and 24. 

Many problems will come from the nature lessons. 
Measure the twigs and make comparisons. Compare 
the weather record with last month's, and sum up the 
rainfall, dew or frost, wind, etc., of the present month. 
I. The new work will be the area of the parallelo- 
gram. 

1. Make a rectangle 2X5 inches. 

2. Place a dot one inch from the right corner, on 
the upper side. 

3. Connect the dot and the lower right corner and 
cut off the triangle thus made. 



THE PARALLELOGRAM AXD CYLINDER 169 

4. On the lower line, one inch from the left corner 
make another dot. 

5. Connect the dot and the upper left corner with a 
line, and cut off the triangle. 

6. This is a parallelogram. 

7. The parallelogram can be changed into a rectangle, 
the base and altitude being the same. 

8. On the lower side, one inch from the right corner, 
place a dot. Draw a line from this dot to the upper 
right corner, connect with a line and cut off. 

Place it on the figure, so the oblique sides will meet. 
Give much drill in changing the figure to a rectangle. 
Give many problems. 
JI. Area of the Cylinder. 

1. Take a piece of paper 8 inches long and 6 inches 
wide; hold it so as to make a cylinder whose altitude 
will be 6 inches. 

2. What is the circumference of the cylinder ? 

3. What is the height or altitude ? 

4. Take a fruit can and measure the altitude, and 
the circumference. 

5. Remove the cover from the can and form it into 
a rectangle. 

6. What is the area of the rectangle ? 

7. What is the area of the cylinder ? 
Continue the work. 

III. Draw to a scale of one inch to a block a map 
of the town making the school building in the proper 



170 MARCH LANGUAGE WORK 

position, and representing the streets by lines. Each 
child will represent his own home on the plan, show- 
ing its direction from the school and the exact number 
of blocks from it. He will indicate by a red line his 
course to school. 

The children will be given the three-minute glass to 
carry home. With it they will discover how long it 
takes to walk to their homes. 

IV. Line work will be continued. 

^York in measurements. 

Work on the yard and rod. 

Outline of Number Lessons 

The numbers 23 and 24. 

1. Quick work. 

2. Combinations and separations. 

3. Nature problems. 

Weather chart. 
Sunshine chart. 
Growth of twigs. 

4. Area of parallelogram. 

5. Area of cylinder. 

6. Scale work — town. 

7. Line work — yard, rod. 

8. Color work of parallelogram. 

9. Color work of cylinder. 

IV. Language 
In preparing a paper on any subject the pupils must 
be required to leave a margin of good size on the left. 



THE CAMEL 171 

A definite form for the heading of the work will be 
given, that uniformity and neatness may be gained. 
The subject of the paper, the date, writer's name, and 
the room or grade should all appear in good form at 
the top of the paper. Young children are often very 
much annoyed when in their writing they come to a 
long word that can not be all written on the line. 
Teach them the syllables and the use of the hyphen 
in this case. Pupils will find that the camel is a very 
important beast of the desert. Compare with the 
reindeer of Lapland. How is each best adapted to its 
environment ? 

Prixted Lessons on 

1. The best way to light a house. 

2. The way Lincoln's home was lighted. 

3. The earliest way of lighting houses. 

4. Sugar making. 

5. Peter at the Dyke. 

6. Holland. 

7. The Desert Child. 

8. The Camel. 

9. Season picture. 
The Camel 

There are two kinds of camels. 

One has two humps on its back and the other has 

only one. 
The camel can carry very heavy loads over the desert. 



172 MARCH AKT WORK 

It is called the " Ship of the Desert ". 
The feet of the camel are large aud wide. 
There is a cushion on the bottom of each foot. 
These are the best kind of feet for walking on the 

soft, burning sand. 
The camel has heavy eye lashes to protect the eyes 

from the bright sun, and the blowing sand. 
It can protect its nostrils in the same way. 
The camel chews a cud. It has four stomachs. 
One is used to hold water. 
The water is used as it is needed. 
The hump on its back is used to nourish the body 

when it can not get food. 
After a long journey the hump is very small. 
The camel kneels when it is loaded, so it must have 

pads to protect its knees. 
People ride camels, and I would like to have a ride too. 
Heading : — 

Printed slips, blackboard stories. 
Awake. — Animal Life, Bass. 
The Robin's Song. — Animal Life, Bass. 
The Ostrich. — All the Year Round. 
The Robin. — All the Year Round. 
V. The Arts 
Writing 
Language lessons- 
Daily drills. 



WRITING, DRAWING, PAINTING 173 

Drawing 
Maple tree — maple twigs and buds. 
Sugar buckets, kettles. 
Illustrate the process of sugar making. 
Articles of furniture made from maple wood. 
Camel, ostrich. 
Tent of Arabs. 
Wind mills. 
Dutch shoes. 
Illustrate stories. 

Painting 
March landscape, trees. 
Awakening of animal and plant life. 
Tent of Arab. 
Ostrich. 
Peter at the Dyke. 

Modeling 
Holland and its dykes in sand. 
Making 
Tallow candles. 
Ancient lamps. 

Music 

Theory : — 

Interval work. 

Review Keys of D and G. 

Key of F. 

Tone. 

Time. 



174 MARCH ART WORK 

ISongs : — 

Pussywillow. — Walker and Jenh 

The Mil].— Smith No. 1. 

Wind Song.— A^mi^A No. 1. 

Which way does the wind blow ? 

The East Wind. 

The Alder by the River. 

The sap has begun to flow. 

Holland Scenes. 
Pictures : — 

Arabian horses. 

Birds. 



APRIL 



I. ^ATUKE Study 

Waken I sleeping butterflies 

Burst your narrow prison, 
Spread your golden wings and rise, 

For the Lord is risen. 

Xothing deserves our time more in April than the 
showers. The trees, as if obedient, unfold their buds 
and the green leaves peep out. The grass springs up, 
and the modest flowers send up stems preparing to 
bloom. Old Earth is active again, and the ground, 
water, and air, that have so lately been cold and deso- 
late are again teeming with life. There is more and 
more sunshine in a day, as the season ad'vances, so the 
days are longer, brighter and warmer. These two, the 
rain and the sun have another great helper, the warm 
winds. In the Weather Record, it will be observed 
that the warm growing days have had a warm south 
wind blowing. Since all these warming and growing 
agencies are at work, the birds too come back, for they 
know that now the bugs and insects have made their 
appearance, and that food is abundant. 

(175) 



176 APRIL NATURE STUDY 

It is indeed wonderful to think that each form of 
life begins again the struggle for existence, each in its 
own peculiar way and sphere. The bird with bill, 
feet, or legs is best suited to the home and food neces- 
sary to it. One bird must peck its food from the 
trees, hence a peculiar bill and feet. Another gets its 
food from the bottom of a pond, so must be prepared 
for this by feet and bill. The earthworm that is con- 
tent to work in the ground is provided with a body 
that is most helpful to its work. 

The adaptation of organs to work is an interesting 
study because of its perfect harmony. 

This is the happy time of the year. The cattle re- 
joice in going to the fields once more. The birds are 
happy in their nest-building. The animals and insects 
are glad to uncurl and come out of their hiding places. 
The fish leap in the water no longer ice bound. 

This is the season for flowers. They make a great 
change in the appearance of the earth. The bare 
brown hills now yield the most beautiful pink and 
green flowers, the harbingers of the new life. The 
natural home of the flowers should be studied, and 
why they live in their own peculiar places, the wood- 
land or the open field. The color of the flowers is a 
point of much interest to the children and it can be 
told in no better way than by the water color paint. 
The kind of soil best suited to each flower will be of 



WATER 177 

great interest. Select as many flowers as possible for 
study. The first lessons should be observations of the 
growing plants in their natural home. The violet, 
dandelion, trillium, hepatica, spring beauty, Jack-in- 
the-Pulpit, dutchman's breeches, are some of the com-- 
mon ones of this community. 

Water 

1. The uses of water. 

a. For bathing — the beauty and healthfulness- 

of a clean body, clean clothes. 
h. For drinking — animals, plants. 

c. For cooking. 

d. For sailing. 

e. For power — speak of the little water wheel, 

from that to the mill wheel ; pictures. Tell 
of the great falls that have been used as 
power. Tell of steam used to run trains 
and boats and heat houses. . 

2. Sources of water. 

Ocean. 
River. 
Spring. 
Stream. 

3. Forms of water. 

Water. 
Ice. 
Snow. 
Yap or. 



178 APRIL NATURE STUDY 

4. Impurities of water. 

Have samples of water from very many different 
sources — spring, river, hydrant, well, rain-barrel, cis- 
tern, swamp, etc. 

a. Notice the sediment in the bottom of each vessel. 

h. Place a few drops of each on a perfectly clean 
glass. Evaporate by holding it over a lamp and notice 
what remains on the glass. The water evaporates and 
leaves the impurities on the glass. 

5. How can the water be purified ? 

a. Use filter paper and charcoal. 

h. Distill — Evaporate a few drops of water by 
putting them on a perfectly clean glass. 
Catch the vapor on a cold glass as it escapes 
and evaporate the condensed vapor. Notice 
the markings on the glasses in each case. 

c. Mix a solution of salt and heat it in a test- 
tube. Catch the escaping vapor on a cold 
glass. Taste the solution and taste the con- 
densed drops. Try also a sugar solution. 

6. Question — Where does the water get all these 

impurities ? 
Trace the course of the water from the clouds to the 
earth, through soil, rocks and into the river or stream. 

7. The still. 

Fit a bent tube in a cork that will fit the bottle in 
which the water is to be heated. At the other end of 
the tube fix another bottle into which the condensed 



FLOWERS 179 

vapor is to drop. In this way distilled water may be 
obtained for comparison with the other water. 

8. Hard and soft water. 

Put some gypsum in rainwater. Add soap solution 
to the water. Put soap solution in pure rainwater 
and account for the difference. 

Test each of the samples of water with the soap 
solution. 

How does the water in the streams become hard ? 

Flowers 

1. Make a study of the home of the flower. 

a. Moisture. 

b. Soil. 

c. Temperature. 

d. Sunlight. 

2. Habits of the plant. 

a. Time of blooming. 

b. Habits at night. 

3. Color. 

Why a good color in each case. 

4. Odor. 

a. Seat of the odor. 

b. Use of odor. 

c. Work of the insects. 

5. QuESTiox. — Why can these plants bloom so early? 

a. Examine the seeds planted in April, and see 

if they will bloom soon. 

b. Examine the roots of the blooming plant. 



180 APRIL XATURE STUDY 

G. Arrangement of leaves. 

7. Arrangement of flowers. 

a. Cluster. 

b. Single. 

8. Parts of the flower. 

a. Calyx — sepals. 

b. Corolla — petals. 

c. Pistil — ovules. 

d. Stamens — pollen. 

The flowers will be pressed and mounted. A paint- 
ing and a written lesson of each will be kept. 
Grermiiiation 

I. Eefer to fall work on distribution of seeds. Their 

winter condition — acorn, dandelion, etc. 

II. Conditions for growth. 

a. Plant seeds in boxes of sand in the room. 

b. Plant some in loam. 

c. Plant some in clay. 

d. Some in sponges in a glass. 

e. Some out in the ground. 

/. Keep some wet, some dry, hot and cold, light 
and dark. 
Study the best conditions for growth. 

III. The seed — monocotyledons, bicotyledons. 

1- The shriveled appearance of the dry seed. 

2. Marks or lines. 

3. Color. 

4. Outer parts. 



FLOWERS 181 

a. HiluTn or scar. 

b. Seed coats — two. 

c. Micropyle — opening. 

5. Inner parts. 

a. Cotyledons. 

b. Plumule — the tiny leaf. 

c. Radicle — the tiny root. 

6. The changes as the seed develops. 

1. The seed coats — their use. 

2. Cotyledons — food, for plantlet. 
o. Radicle — the root. 

4. Plumule — the upward growth. 

IV. Special work on the plant. 

A record of the development will be kept in paint- 
ing and written work. 

V. Test for the energy contained in sprouting seeds. 
Place a small quantity of beans in a vessel closed at 

one end. Arrange another vessel with a small hole in 
the bottom to set down on the beans. Fill this vessel 
with water. Arrange a beam on the top of the inner 
vessel that will have a weight on it. Experiment to 
see the heaviest weight a certain quantity of beans 
can lift. 

When in nature is the seed called upon to exercise 
this wonderful energy ? 

Birds 

The woodpecker. 

1. General appearance. 



182 APRIL NATURE STUDY 

Use of the parts, long bill, tail, toes. 

2. Size— compare with the robin. 

3. Plumage — black, white and red. 

4. Feet — toes, used for climbing. 

5. Food. 

Grubs, insects, acorns. 
Berries, cherries, apples. 
Corn, seeds. 

6. Manner of procuring food. 

7. Xest. 

How made. 
Material. 
Its use. 

Number of eggs. 
Care of the young. 

8. Flight — noisy, flickering. 

9. Song. 

Call — loud and shrill. 
Tapping on the trees. 
10. Habits. 

Carpenter, 

Industry. 

Wisdom. 

The Coming of Spring 
The birds are coming home soon; 

I look for them every day; 
I listen to catch the first wild strain, 
For they must be singing by May. 



THE COMING OF SPRING 183 

The blue-bird, he'll come first, you know, 
Like a violet that has taken wings; 

And the red-breast trills while his nest he builds,- - 
I can hum the song that he sings. 

And the crocus and wind-flower are coming, too. 

They're already upon the way; 
When the sun warms the brown earth through and 
through, 

I shall look for them any day. 

Then be patient, and wait a little, my dear; 

" They're coming," the winds repeat; 
" We're coming! we're coming I " I'm sure I hear 

From the grass blades that grow at my feet. 

Hide-and-Seek 
Xow hide the flowers beneath the snow. 

And Winter shall not find them ; 
Their safety nooks he cannot know; 

They left no tracks behind them. 

The little brooks keep very still, 

Safe in their ice-homes lying; 
Let Winter seek them where he will. 

There's no chance for his spying. 

Gone are the birds; they're hiding where 

The Winter never searches; 
Safe in the balmy southern air. 

They sing on sunlit perches. 



184 APRIL LITERATURE 

But comes the Spring at least to look 
For all her playmates hidden, 

And one by one — flower, bird, and brook- 
Shall from its place be bidden. 

Then shall the world be glad and gay. 

The birds begin their chorus, 
The brooks sing, too, along their way. 

And flowers spring up before us! 

II. Literature 

1. The Birds of Killingworth, Longfellow, will be 
told in story form, that the uses of birds may be bet- 
ter recognized and a kinder feeling be created for them. 
A few of the best lines will be committed to memory. 

2. x\n Indian Story of the Robin. — Cook. 

3. How the Robin's Breast Became Red. — Cook. 

4. The Red-headed Woodpecker. — Cook. 

5. Mr. and Mrs, Robin. — Cat-Tails. 

6. A Queer Place for a Bird's Home. — Wiltse. 

7. Mondamim. — Longfelloiv. 

8. The Oak Tree. 

9. Jack and the Beanstalk. 

10. How Quercus Alba went to Explore the Under- 
World.^ Jane Andrews. 

11. The Drop of Water. — Andersen. 

12. Aqua or the Water Baby. — Story Hour. 

13. A Legend of the Cowslip. — Wiltse. 



THE CLIFF DWELLERS 185 

14. What are the Dandelions ? — Wiltse. 

15. King Kindness and the Witch. — Wells. 

III. History 

The Cliif Dwellers 

They are the earliest examples of civilization on 
the American continent and are by far the most highly 
civilized representatives of the " Stone Age ". The 
time at which they lived has been variously fixed at 
from fifteen hundred to three thousand years ago. 
Some of the ruins have trees growing through them, 
which are doubtless hundreds of years old, but how 
many ages elapsed before those trees sprang into life 
is unknown. 

The most perfectly preserved relics are those of the 
Canon of the Colorado, where a succession of villages 
remain almost intact, showing very clearly their method 
of building, and where many valuable remains have 
been found, which have thrown great light* upon the 
lives of this far-distant people. 

Their building is peculiarly advanced for such primi- 
tive people, balconies, towers, windows and doors 
showing evidence of an architectural instinct far better 
developed than in many subsequent races. Great 
stone walls, in some cases as much as a hundred feet 
high, formed almost unsurmountable barriers against 
invading 'foes. Everything is indicative of their hav- 
ing been in constant danger of some to us unknown 



186 APEIL HISTOKY 

enemies, as they built no stairs, cut no steps, simply 
hollowed out slight foot and hand holds, by means of 
which and ladders they ascended and descended to 
their dwellings. The walls were strongly built of 
stones, cemented together, and in some cases bal- 
conies made of logs and covered with bark and adobe 
projected over the cliffs. The living rooms are in 
most cases circular, with a low stone seat running about 
the sides, fitted with hollowed-out stone closets, and 
having fire-places in the centre. Under separate 
ledges of rock are small, unlighted rooms where 
grain was stored. The weaving and pottery are very 
interesting, as well as their weapons, tools and dress. 
Outline 

1. Picture the country, cliffs, valleys, plains. 

2. Enemies and dangers. 

3. Home of the Cliff Dwellers. 

4. Construction of the house. 

Material — stone, logs, adobe. 

Labor. 

Eooms. 

Size. 

Characteristics. 

5. Occupations — pottery, weaving, agriculture. 

6. Things made — bone needles, thread of yucca 

fibre, arrows of reed, stone axes, drinking 
cups, vases, lamps, baskets. 

7. The Watch Tower — use, how built. 



cliff dwellers axd pueblos 187 

Pueblo Ixdiaxs 
These Indians liA^e in Arizona and New Mexico. 
They are a step in advance of the Indians previously 
studied of the northern country. The wigwam and 
lodge disappear and the house is substituted. The 
wandering life, the hunting and fishing are incidental 
rather than habitual, and the village life makes them 
conspicuous. The Pueblos are the first genuine build- 
ers whom we find as we progress to the south. They 
built a stone house in which mortar w^as necessary. 
They used bricks but they probably did not burn them, 
although the great heat of the sun hardened them 
sufficiently to render them quite durable. The houses 
were rectangular in ground plan. Some of them were 
several stories high, but the huts of the poor were but 
one story. All of these houses were built close together. 
Often many were built together in the form of a hol- 
low square, furnishing accommodations for quite a 
community of people. The villages were sometimes 
built on plains, but more often they were on a high 
cliff. This situation was selected as a safe resort, being 
defended by the nature of the place. To further 
render themselves safe the first story of the house was 
built with no opening, so that to get in the house a 
ladder must be used. The second story of the house 
was smaller than the first, so that the family could 
walk around outside of the second story, on the roof 



188 APRIL HISTORY 

of the first. Many times the native rock was used. 
The steep cliff was selected and by digging the rocks 
away, and using some loose stones for building the 
open side, a home was constructed. The water below 
was reached by steps dug out of the solid rock. These 
people found the need of vessels for carrying water, 
etc., so they soon learned the art of pottery. The 
soil above the cliff was cultivated by them. 
Outline 

1. The home — community life. 

a. Situation. 

6. Material. 

c. Making of bricks and mortar. 

2. Characteristics of the house. 

a. Form of ground plan. 

b. Size. 

c. First story. 

d. The entrance. 

e. Upstairs porch. 

3. Tools. 

Material — use, how made. 

4. Dress. 

Material — how made. 
0. Occupations. 

a. Agriculture. 

b. Weaving cotton — yucca. 

c. Pottery. 

d. Basket-making. 



APRIL NUMBER WORK 189 

6. Food. 

Kind — how obtained, how prepared. 
Reference Books. 

History of Civilization. 
Story of the States. 

III. Number 
The number for special work this month is 25. 
Daily drills in abstract numbers below 25 will be given. 
The addition of numbers in columns will be followed 
from the preceding months with added speed and 
difficulty, .and the work in subtraction will also be con- 
tinued. Daily drills in the fractional parts of num- 
bers should be given until the parts are known in- 
stantly. 

Xature Study Problems 
Evaporation of water has many interesting prob- 
lems connected with it. Have two vessels each of the 
same size in which the same amount of wat^r is placed. 
Weigh the vessels. Cover one with a tight lid .and 
allow the othei; one to stand open. Set them side by 
side in a bright, sunny place. After a few hours weigh 
again and compare. Try the same experiment by 
placing the two vessels near the ceiling or out on the 
ground for the same length of time. 

1. How much was lost in the evaporation when the 
pans were on the window? 

2. How much was lost in the evaporation when the 
pans were on the ground ? 



190 APRIL I^UMBER WORK 

3. What is the difference in the experiment in the 
bright sun and the one in the yard ? 

4. In which of the experiments was there the great- 
est loss of water? 

Try the same experiments by having each of the 
vessels contain 24 cubic inches. 

5. How many cubic inches were lost in the experi- 
ment ? 

1. In a collection of 25 birds common to this com- 
munity, how many are singers ? 

2. What part of them are helpful to man ? 

3. What part are migratory ? 

4. How many of the birds are swimmers ? 
Measure off a given space of ground in which very 

carefully observe the animal and plant life. 

1. How many different kinds of animals do you find ? 

2. At the same rate how many animals could inhabit 
the garden ? 

3. How many different kinds of plant life do you 
find? 

4. How does the strength of the weeds and the 
other plants compare ? How many weeds are crowd- 
ing out other plants ? 

Li^'ES — Time 
Draw the picture of this town to the scale of J inch 
to a square. Mark off the streets and with a dot mark 
the school, the main buildings, and each child his 
own home. 



NATURE STUDY PEOBLEMS; TIME; TRAPEZOID 191 

Simple directions on direction will be given, in which 
each child will describe his course from home to school. 
In turn each child will take the three-minute glass and 
discover how long it takes him to go from school to 
his home. 

1. Who lives farthest away from school ? 

2. Who lives nearest ? 

3. How many blocks are between John's and Mary's 
homes. 

4. Suppose it takes two minutes to walk a square, 
how long will it take each child to walk home ? 

5. How much time is spent each day on the way to 
and from school ? 

6. How much time is spent in two days ? 

7. How much time is spent in a week ? 

8. How long will it take to walk from the station 
to the bank ? 

9. How long does it take a train to travel a mile ? 
How long will it take the train to run to Brownsville ? 

Problems using the mile as a unit may be given. 
The mile marks are familiar to the children. 

Area — Trapezoid. 

Cut out a paper four inches square. On the upper 
line, two inches from the left corner, make a dot. 
Draw a line from this point to the lower right corner. 

Cut on the line and put the triangle away. Observe 
the figure remaining — a trapezoid. 



192 APEIL LANGUAGE WOEK 

Fold the parallel sides together. Make the upper 
part A and the lower B. 

Tear off A and place it beside B, the oblique sides 
together. 

Compare the two figures. The length of the rect- 
angle is the sum of the parallel sides of the trapezoid. 
The altitude of the rectangle is one-half the altitude 
of the trapezoid. 

Find the area of the trapezoid. 

Draw and cut many trapezoids in which the area is 
to be found. 

Mark off trapezoids on the ground and find the num- 
ber of square feet in them. 

OUTLIi^E 

1. The number 25. 

2. Quick work. 

3. Drill in abstract work. 

4. Science problems. 

a. Water. 

h. Weather chart. 

c. Birds. 

5. Lines. 

6. Time. 

7. Area — trapezoid. 

IV. Language 
The children will feel like telling about their work 
to friends who are not here. They have been express- 
ing themselves in simple statements, often telling a 



THE BIRDS OF KILLINGWORTH 193 

little story or explaining an experiment. Xow they 
must have a new way of expressing themselves to 
friends far away. The regular letter will now be given 
them, with heading, place and date, the margin and 
a little about paragraphing. They will be told that 
when a new subject is taken up in the letter, a new 
paragraph must be made and a wider margin left 
on that line. They must be made to feel that they 
are to tell what they have to say in the most interest- 
ing way and bring just as much originality into the 
work as possible. 

A very interesting communication can be carried on 
by the children if each represents a child in one of 
the countries studied through the year. A Holland 
girl can write to the American children telling about 
their dress, their houses, etc. The Laplander can 
write a letter telling of their homes, food, sports and 
the reindeer. The Desert Child will tell of the desert, 
the camel, and their peculiar houses and furniture. 
So with the Indians, Eskimos, Cliff Dwellers. 

Printed Lessons 
The Birds of Killingworth 

1. It was in the spring of the year and the farmers 
were sowing their corn. 

2. The birds were all singing in the fields. 

3. The farmers were afraid that the birds would 
take their crops. 

4. The people held a town meeting. 



194 APRIL l.ANGUAr, K WORK 

5. Tliov said ihov woiilil kill tho birds, 
(i. The })roeeptor tried to keep the people from kill- 
ing tho birds. 

7. lie told the farmers tl\at the inseets would eat 
their erops. 

8. The wieked farmers killed tho birds. 

i). Tho worms ate the corn and leaves and the farm- 
ers were sorry that they had killed the birds. 

10. Tho next spring they bouglit birds and set them 
free in Killingworth. 

11. Soon the trees were full of beautiful birds. 

12. The corn grew and the farmers were happy. 

\V KITTEN LkSSONS 

How to purify water for drinking. 

Effect of hard and soft water on the skin. 

Do seeds have power ? 

The Cliff Dwellers. 

Mondamin. 

Readincj — 

Printed lessons. 

Written lessons. 

cut! Dwellers. — Krackowitzer s First Reader. 

l^ueblo Indians. — k'rackvwltzer' « First JReader. 

Jaek and the Ostrieh.— .1// the Year Round. 

Origin of the Woodpecker. — All the Year Round. 

The Woodpecker. — .1// the Year Round. 

The Bean Plant.— .4// the Year h'ound. 

The Pea \mc.—AU the Year Round. 



APRIL ART WORK 195 

Suitable stories from Basses Xaturc Reader. 

Suitable stories from ArnokVs Second Reader. 
V . The Arts 
Writing 
Letters. 

Laiifi^uas^e lessons. 
Daily drills in letter and word forms. 

Drawing 
Seeds and plantlet in germination. 
Flowers and their parts. 
Apparatus for work on water. 
Parts of the woodpecker — feet, toes, bill. 
Cliff, and cliff houses. 
The town, and figures for number. 
Furniture of Pueblos. 
Tools and weapons. 

Painting 
April landscape. 
Flowers. 
Birds. 

Sprouted seeds. 
Trees and buds. 

Modeling 
Cliff and cafion. 
Cliff house — furniture. 
Pueblo house. 
Pottery. 



196 april art work 

Making 
Apparatus for purifying water. 

Music 

Theory : — 

Interval work. 

Scale work. 

Drill for good tone. 

Time. 

Read exercises from the chart. 

Write simple exercises from dictation. 

Sing chart exercises. 
Songs : — 

This is the way the rain comes down. 

The Eain Coach. — Eleanor Smith. 

Spring Rain. — Eleanor Smith No. I. 

All the Birds have come Again. 

The Blue Bird. — Walker and Jenks, 

The Alder by the River. — Walker and Jenks. 

Two Robin Red-breasts. — Walker and Jenks. 

The Little Flowers came through the Ground. 

Dandelion Ladies. 
Pictures : — 

Birds. 

Flowers. 

Mountains. 

Cliff homes. 

Pueblo homes. 



MAY 

I. Nature Study 

Soil 

It will be noticed tliat plants grow better in the 
garden than elsewhere. To answer the question why 
this is so, an examination of the constituents of the 
«oil is necessary. 

1. Dry a small amount of the soil and mash the 
lumps up fine. Pick out the small stones and test 
them with acid to find if they contain lime. 

2. Take about four ounces of the dirt and rub it 
through a wire sieve. 

3. Wash the part that will not pass through the sieve 
until it is free from the fine dirt. This is the coarse 
gravel. 

4. Again sift the soil through a finer sieve, wash, and 
coarse sand will be the result. 

5. Take some of the fine material and boil it in a 
test tube. Pour water over this through a long tube 
that reaches to the bottom of the tube, and catch the 
water that overflows. 

When the water runs off clear, pour off all the water 
and dry the substance. Fine sand will be the result. 

(197) 



198 MAY NATURE STUDY 

The soil will be found to contain gravel, loam, clay 
and sand. 

Question — Which soil is best for seeds? Consider: 

1. Capacity for each to allow moisture to rise rapidly 
or slowly. 

2. Power of retaining water. 

3. Effect of heat on each. 

Experiment. — Use three glass vessels — tie loosely a 
thin cloth over the top of each. Put the same amount 
of soil in each vessel : in one clay, in another loam, 
and in the third sand. Pour the same amount of 
water over each, and notice that the sand allows the 
water to pass through and that the loam holds it. 

1. What is the result if the garden is pure loam and 
the season is wet ? Refer to the swamp soil. 

2. What is the result if the soil is pure sand and the 
season is dry ? 

3. What is the best soil for a garden ? 

4. At what depth do we find sand ? 

5. Where do we find pure loam ? 

6. How did our soil become mixed ? 

a. Plowing. 
h. Earthworms. 

7. Effect of heat on soil. 

Experiment. — Fill a large can with finely powdered 
soil and wrap it with many thicknesses of paper. Set 
it in the sunshine. Test the sand and the loam with 



soil; earthwoems 199 

a thermometer in the different parts of the can, and 
notice the effect of the heat on each. 

How will this affect the seeds ? 

Earthworms 

Mark off a square yard of ground where the worms 
are at worK: and closely observe them. 

Notice the kind of soil — clay, loam, moist or dry. 

The work of mixing the soil. 

The castings — Notice them in the morning and in 
the evening. 

Question — When do the earthworms do the most 
work? 

Examples of work done by them — cover rocks, 
loosen rocks and buildings. 

Put some in a glass jar of damp earth and keep in 
the school-room for close observation. 

1. The adaptation to underground life. 

a. Spindle shaped body — no parts sticking out 

from the body. 

b. Pointed head. 

c. Xo legs. 

d. Slimy covering to keep the soil from stick- 

ing to the body. 

2. Covering. 

a. Very thin and very sensitive skin. 

b. Segments and bristles, — the bristles aid in 

walking. 



200 MAY NATUKE STUDY 

3. Food. 

a. Vegetable matter — decayed leaves. 

b. The mouth. 

4. Senses. 

They have no eyes, yet are sensitive to light. 
They have no nose, yet can distinguish differ- 
ent kinds of food. 
They are very sensitive to any motion. 

5. Their enemies and means of defence. 

6. The burrow. 

7. Uses. 

a. Enrich the soil. 

b. Mix the soil. 

c. Loosen soil. 

Pond Life 

Not only the air and the soil teem with the new 
spring life, but the water as well is the scene of much 
activity. 

The temperature of the home of the crawfish will 
tell that all the water animals are out of their winter 
hibernation stage and have resumed by strength or 
craft their struggle for food and reproduction. 

1. Collect a mass of frog's eggs and put them in a 
jar of water to hatch. 

2. Watch carefully the little black speck in the egg. 

3. Notice the tad-pole, — its form, its tail. 

4. Notice the development — the appearance of the 
legs, the disappearance of the tail. 



CRAWFISH; SNAIL 201 

The Crawfish 

Collect and keep in a jar for study. 

1. Their home — temperature — water clean or 
muddy, still or running. 

2. Motion. — Forward, backward. 

3. Organs of locomotion — tail, fins, legs, swimmerets. 

4. Parts. 

a. Abdomen — the flexible part. 

b. Body — its covering. 

c. Legs — position, use. 

d. Antennae — one large and one small pair. 

e. Eye stalks — use. 

/. Tail — fins — swimmerets — pincers. 

5. Food. 

6. Manner of taking food. 

7. Means of defence. 

a. Pincers — growth of new pincers. 

b. Color. 

c. Quick motion. 

8. Growth — change of skin. 

9. Uses of the appendages. 

a. Swimming. 

b. Walking. 

c. Carrying young. 

d. Fighting. 

e. Taking food. 

The Snail 

1. Home — the shell. 



202 MAY N A TUBE STUDY 

Show internal structure of an empty shell. 

2. Parts. 

a. The foot — the flat under part which helps it 

creep. 
h. The head — joined to the foot. 
c. Feelers — two pairs, the larger ones have eyes 

on the ends. Advantage of these eyes. 

3. Food — vegetables. 

4. Means of defence. 

5. Hibernation. 

Fish 

Adaptation of the fish to its environment. 

1. Breathing with gills. 

2. Cold-blooded — the more oxygen breathed the 
warmer blooded. Fish breathe but little air, so are 
cold-blooded. 

3. Covering. 

Scale arrangement. 
Temperature of the water. 
Use of the oil. 

4. Shape. 

Suitable for cutting through the water. 
Compare with a skiff. 

5. Parts. 

Backbone. 

Fins — two leg fins. 

Two arm fins. 

Tail fin. 



FISH 203 

6. Uses of fins. 

a. Help in swmming. 

b. To balance itself. 

c. To guide in the right direction. 

7. Food. 

8. Weapons and devices. 

a. Sword fish has a sword. 

b. Cuttle fish colors the water. 

c. Shark has sharp teeth. 

d. Whale has strength. 

e. Sucking fish. 

9. Habits of river fish. 

Spawn. 

Day and night. 

10. Uses. 
Food. 
Oil. 

11. Fisheries. 
Boats. 
Nets. 

II. LiTERATUKE AND HiSTORY 

Suggestive stories : — 

1. Hiawatha's Fishing. 

2. Karl and the Earthworms. — Wiltse. 

3. The Story of Tad and FoWj.—Cat-TaUs. 

4. May Thirtieth.— Ca^-7'aik 

5. Hurrah for the Ylag.— Cat- Tails. 



204 MAY LITERATURE 

6. The Trillium. 

7. Frogs and Toads. 

8. The Turtles. 

9. Sheridan's Eide. 
10. Barbara Frietchie. 

The Lake Dwellers 

This class of people were by instinct and preference 
led to establish themselves in proximity with great col- 
lections of water. If the water were fresh they had 
one great essential to life, many conveniences, and a 
wealth of fish for their food; if the water were salt 
many shell fish were theirs for food. 

In many places primitive people have sought the 
lakes for their homes, and now many relics of that day 
are being brought forth that tell more and more of 
their homes, tools, food, etc. 

In the various ages and at different quarters of the 
earth these houses have been constructed on platforms 
out in the lake. A movable bridge connects the house 
with the shore, which at times renders it entirely 
separate from the land. 

The reason for building the houses thus above the 
water and at a distance from the shore was for defence 
against wild beasts. The first thing to do would be 
to select a suitable site on the edge of the water, for 
it is necessary that the shore be accessible from the 
lake. A forest must be near by, from which trees 



THE LAKE DAVELLERS 205 

will be taken for the work. In this there is much 
labor connected. 

The trees are to be cut down with stone axes. This 
is such a slow way that they have used fire to help 
them. First, a ridge is cut in the tree all around it; 
then that part is burned as much as possible, then 
cut again and burned until it falls to the ground. 

The branches are all taken off and the log is ready 
to be sharpened at one end. This is done also by axes 
and fire by turns, until rude points are obtained suit- 
able for driving into the mud. On these piles are laid 
split timber on which the houses of the community 
are to be built. 

The houses are circular huts made of wood and 
mud. The cracks are filled with small branches of 
trees and moss and plastered on the inside with mud. 
A trap door in the floor was a convenient place to 
throw all the refuge of the house into the lake. When 
food was wanted a basket was let down through this 
opening into the water and in a few minutes it would 
be brought up full of fish. 

The small children were often tied with a cord 
around the foot, for fear they might fall into the lake 
and be drowned. These people ate the wild animals 
of the country, and used their skins for clothing, and 
their bones for implements. 

The horns of the deer were especially used for 



206 MAY LITEKATURE 

handles for the implements. Most of the tools were 
made of flint, bone, and horn. 

There is evidence of the manufacture of pottery 
from the relics found. They had stone or clay mor- 
tars or jars in which the grains were crushed for food. 

Suggestive Outline 

1. Picture the country — mountains, valleys, plains, 
rivers, lakes. 

2. Enemies to man — wild beasts. In the mountain. 
On the plain. In the valleys In the lakes and 
rivers. 

4. Points in favor of this home. 

a. Safety. 

h. Food supply. 

c. Water. 

5. To build the house. 

a. Select a good shore. 
h. Close to a forest. 

c. Fell the trees. 

The stone axe. 
Burning. 

d. Point one end of the log. 

The stone axe. 
Fire. 

e. Question — How could they drive the piles 

into the lake bed ? 
/. The platform on the piles. 
g. The house. 



ABRAHAM LINCOLN 207 

6. Food. 

How obtained — how prepared. 

7. Clothing. 

Material— how made. 

8. Implements — tools. 

Stone mortar — sling stones, hammers, arrow 
heads, whetstones. 

9. Occupations. 

Spinning, weaving, fishing, hunting, pottery, 
agriculture. 

10. Animals. 

Sheep, goats, horse, ox, reindeer. 




5^ ■ " 



'-fS94byA,W>'^ 

Abraham Lincoln 

1. Early home. 

2. Parents and family. 



208 MAY LITERATURE 

3. Boyhood days. 

School life. 
School sports. 

4. Youth. 

Hardships. 

5. Stories. 

The stump speeches at school. 
Kindness to turtles. 
Kindness to the pig. 
Splitting rails for a suit. 
Honesty in store keeping. 

6. His education for law. 

7. Trip to the south. 

8. The slaves. 

9. Help to the country. 

10. As president. 

11. The emancipation proclamation. 

12. Our soldiers. 

13. Close of the war. 

14. " Sheridan's Ride." 

15. " Barbara Frietchie." 

Poems for the Mokth 
Why are bees and butterflies 

Dancing in the sun ? 
Violets and buttercups 

Blooming, every one ? 

Why does Mr. Bobolink 
Seem so shocking gay ? 



POEMS FOE THE MONTH 209 

Why does — ah I I'd half forgot! 
This is really May. 

Why are all the water-bugs, 

Donning roller skates ? 
And the solemn ladybugs 

Dozing on the gates ? 

Why do all the meadow brooks 

Try to run away, 
As though some one were chasing them ? 

Bless me! this is May. 



Please to tell me why the trees 

Have put new bonnets on ? 
Please to tell me why the crows 

Their picnics have begun ? 

Why does all the whole big world 

Smell like a fresh bouquet- 
Picked from one of God's flower beds ? 

Oh, I know: it's May. 

In May the valley lilies ring 

Their bells chime clear and sweet; 

They cry, " Come forth, ye flowerets all, 
And dance with twinkling feet." 

The blossoms, gold and blue and white, 

Come quickly, one and all; 
The speed-well, the forget-me-not, 

The violets hear the call. 



210 MAY NUMBER WORK 

III. KUMBER 

In this month the numbers thus far developed will 
be used in all combinations and separations. The 
addition and subtraction as suggested in the previous 
months will be continued, as well as work in multipli- 
cation. A number as 12, 16, or 21 will be given to be 
multiplied by 2, 3, or 4. The fractional work must 
be emphasized also. A device for teaching fractions 
is to draw circles of uniform size. Color one-half of 
the first circle, one-third of the next; the next divide 
into fourths and color each part, etc. A little exercise 
in this given daily will bring good results. 

In this month a general review of all the number 
work should be given. Special stress given to the part 
that each child needs. 

Nature Study 

1. How many rainy days had we in April ? 

2. What part of the month was wet ? 

3. What was the prevailing wind on the rainy days ? 

4. What was the prevailing wind for the month ? 

5. How many more dews had we than frosts ? 

6. What was the lowest temperature for the month? 

7. What is the difference between the lowest and 
the highest temperature ? 

8. How much difference is th&re between the lowest 
temperature of January and that of April ? 

9. What hour did the sun rise on December 1 ? 



LINE AJSD SCALE WORK 211 

What is the difference in time between that and sun- 
rise May 1 ? 

At the end of each week they will sum up the data 
collected and thus review the week. By this time 
rather definite pictures will be formed of the effect 
of heat and cold upon vegetation and the relation of 
the wind to rain and of rain to vegetation. 

Lines : — 

Eeview inch, foot, yard, and rod. Have work on 
estimating many things and verifying them by using 
the ruler. Some pretty and instructive color work 
can be done that the children may take home to help 
keep the facts before their minds. 

1. A paper cut one inch long. 

2. An inch square — with this story. The perimeter 
of this square is 4 inches. 

3. Cut out a triangle three inches on a side. 

4. A square two inches on each side. 

The perimeter of this figure is eight inches. 
There are four right angles in this square. 

5. An octagon cut out two inches on each side. 
The perimeter of this octagon is sixteen inches. 
The octagon has eight obtuse angles. 

6. A pentagon. 

7. A trapezoid. 
Scale work : — 

Tell of a large farm to be sold. 

The man wanted to see a plot of the farm, so the 



212 MAY NUMBER WORK 

pupils are asked to make it on paper using J inch to- 
a mile. 

A township or county. — Draw using J inch to a 
mile. Give the boundaries and length of each. On 
the north it is ten miles, south four miles, west two 
miles, and east six miles. 

The paper will be marked N. S. E. W. and the 
drawing done from written directions from the board 
or on printed slips. 

Area : — 

Review the square inch, square foot, square yard, and 
square rod. In the Mature work much in area will 
necessarily come in to make the Avork clearer. 

Have much work in estimating the area of many 
figures in the room and outside. In color the area of 
triangles will be worked out. 

1. A right triangle will be cut out and pasted on 
the paper. 

Below that the triangle cut and formed into a rect- 
angle will be pasted. 

Written statements about this will follow. 

2. The same work with the isosceles triangle. 

3. The same with the parallelogram. 

4. Area of irregular figures. 

5. The trapezoid. 

6. The cylinder. 

7. A basket — formed into rectangles. 



MAY LANGUAGE WORK 213 

Volume : — 

Eeview cubic inch, foot. 

Estimate the capacity of given cars, tanks, bins, and 
boats. 

Work on time, weight, and bulk also to be reviewed. 
Outline of Lessons 

1. Quick work. 

2. Practical problems. 

3. Abstract work in addition, subtraction, multipli- 
cation, partition. 

4. Science work — chart. 

5. Lines — inch, foot, yard, rod. 

6. Area — triangles, trapezoid, cylinder. 

7. Volume — cubic inch, foot. 

8. Scale work. 

IV. Language 

All the mistakes in oral expressioil of the year have 
"been kept and no time saved in correcting them. As 
the mistakes occur they can be corrected, for the chil- 
dren now understood why the correction is made, and 
in many cases it is a habit that the pupil himself is 
trying very hard to overcome. They now begin to see 
how they can express themselves in the clearest way 
and try to tell all stories so that the other children 
will enjoy them. They will be taught to use good 
words and discard the baby idioms. 

The written language for the month will be the ap- 



214 MAY LANGUAGE WORK 

plication of the subjects studied to telling them on 
paper. 

They will write letters. 

They will write description of animals. 

Tell the story a picture suggests. 

Write papers on, Why I like summer. 

Why birds and plants like summer. 

The story of the plow. 

The heading of the paper, margin, capitals, punctua- 
tion and quotation marks must all bo carefully observed. 

The words are to be taught as they occur in the les- 
sons and put in the room dictionary for the use of the 
children. 

They will have phonic work all during the year, 
which will help them very much in mastering a new 
word. 

Feinted Lessons on The Plow 

Long ago people wanted to loosen the soil to plants 
corn. 

They did not know how to do it. 

They thought and thought and finally one man had 
a plan. 

He said, " Let us take a forked stick and stir up the 
ground." 

They tried it and it was a very good thing. 

Then this man told all his neighbors the good news. 

A few years later, another man thought he needed a 
better instrument. 



MAY ART WORK 215 

So the stick was thrown away for a plow, which was 
much better. 

Now we have plows made of steel. 
In some places they have steam plows. 

Soil 
What is the best soil for a garden ? 
"We planted some seeds in a sand garden and they 
germinated very fast. I thought surely this was the 
very best garden. 

One day the garden was not watered and the sand 
became so dry that the plants withered. 

Then I decided loam would be the best soil for a 
garden. 

But it held so much water that it seemed like a 
swamp. 

Then I decided to mix the sand and the loam. 
This makes a very good garden. 
Reading : — 
Printed slips. 
Written stories. 

The Duck. — All the Year Round. 
A Little Garden. — Bass. 
Which has the best coat ? — Bass. 
A Cuttlefish. — Bass. 

V. The Arts 
Writing 
Daily drills in letter forms. 
Pen and ink exercises. 



216 MA.Y ART WORK 

Letter-writing. 
Language work. 

Drawijtg 
Illustrate stories. 
Draw fish, crayfish, turtle. 
Lincoln's home. 
Lake Dweller's home. 

Painting 
Landscape of May. 
Flowers. 
Pond. 
Fish. 
Lake Dweller's home. 

Modeling 
Home of the Lake Dwellers. 
Their implements. 
Fish and animals. 

Making 
Lincoln's boat. 
The flag. 
The Indian's plow. 

Music 
Theory : — 

Scale work. 

Interval work. 

Tone. 

Time. 



MAV ART WORK 217 

Reading exercises,. 

Singing. 
.Songs : — 

Rain Song. 

Pretty Little Violet. 

Over the Bare Hills.. 
^Pictures : — 

Fish and fishing. 

Lincoln pictures. 



HELPFUL BOOKS FOR PRIMARY GRADES 



From Garden and Field. Boston. 

Stories from Flower Land. Boston. 

The Child's Book of Nature. — Hooker. Xew York. 

Nature Study. — W. S. Jackman. New York. 

How to teach Nature Study. — John D. Wilson. 
Syracuse, N. Y. 

Special Method in Science. Bloomington, 111. 

Lessons on Elementary Science. — Salmon and Wood- 
hull. New York. 

Glimpses of the Animate World. — Johonnot. New 
York. 

Feathers and Furs. — Johonnot. New York. 

Animals and Birds. — Uncle Warren. Philadelphia. 

Wake Robin. — Burroughs. Boston. 

Plants and their Children. — Dana. New York. 

Seven Little Sisters. Boston. 

The Story that Mother Nature Told. Boston. 

Aunt Martha's Corner Cupboard. 

Stories of Colonial Children. New York. 

Stories of Our Shy Neighbors. New York. 

Birds and Bees. — Burroughs. Boston. 
(219) 



220 HELPFUL BOOKS FOR PRIMARY GRADES 

The Young Scientists. — Hegner. Syracuse.- 

Eggleston's Histor3^ 

Pratt's History Stories. 

Dodge's History. 

History of Civilization. 

The Story of the States. 

Life of Washington. 

Life of Lincoln. 

The Land of Pluck. 

Holland and its People. 

Geographical Readers. — King. 

All the Year Round. Boston. 

Stepping Stones to Literature. New York. 

Songs and Games for Little Ones. — Walker and Jenks, 

Little Brothers in the Air. — Miller. Boston. 

Fairy Frisket. 

A Year with the Birds. — Flagg. Xew York. 

Our Common Birds and How to Know them. Xew 
York. 

Shaler's Geology. 

Kindergarten Stories and Morning Talks. — Wiltsie. 
Boston. 

The Story Hour. — Kate Douglas Wiggin and Nora 
Archibald Smith. Boston. 

Cat Tails and Other Tales. — Mary Howlitson. Chicago. 

In the Child's World. 

Bulfinch Mythology. 



HELPFUL ROOKS FOR PRIMARY GRADES 221 

Nature Myths.— Flora J. Cook and A. Flanagan. 
Classic Stories for Little Ones. Bloomington, 111. 
Stories of Red Children. Xew York. 
Songs for Little Children. Xo. I and 11.— Eleanor 
Smith. Springfield. 

Marching Plays for Home.— Guy Burleson. Boston. 
Stories of Old Greece.— Firth. Boston. 



NATURE STUDY 



Life is never more real than it is in childhood, and, 
from the beginning, the child must be kept in constant 
touch with those facts, phenomena, and forces in 
nature with which he must deal both as child and man. 
Not as a preparation for real life but for real life 
itself, should the work of the school-room be planned. 

This is not to be accomplished by totally discarding 
established studies, but through the intelligent appli- 
cation of them to subjects of thought in which the 
children are, by nature, deeply interested. Experi- 
ence has shown that through a practical study of 
the material afforded by the broad domain of nature, 
a substantial basis in thought is established which 
demands, and with good teaching will secure, the best 
possible training in the various form studies — draw- 
ing, painting, modeling, making, writing, number, and 
language — which are rightfully considered of funda- 
mental importance. The thoughtful study of nature 
is not less a necessary preparation for the full apprecia- 
tion of much that is beautiful and valuable in litera- 
ture. 

(223) 



^24 K^ATURE STUDY 

It is not too much to say that Nature Study, m all 
Us phases, is the first necessity and inalienable right 
of the child. By the shimmering light, through the 
tremulous air, and to his inquisitive touch, nature 
speaks to the child while even his mother strives vainly 
to be understood. Education begins with these initial 
touches, and, as contact with nature widens and intensi- 
fies, the senses quicken, the judgment strengthens, the 
rational imagination grows, and the thoughts which 
come into the mind as it contemplates the mutual 
adaptations of the different parts and their relations 
to the whole are, in their suggestions of infinite law, 
the loftiest that can possess the human soul. 

Wilbur S. Jackmj^x. 



iUL 1 1908 



